1887

n South African Journal of Education - Teacher culture and emergent context in two desegregated science classrooms in South Africa : a focused ethnography - research

Volume 39 Number 2
  • ISSN : 0256-0100
  • E-ISSN: 2076-3433
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Abstract

Framed within Schein’s culture model, this study re-centres teacher culture as a key variable in pedagogic settings. Teachers’ cultures or basic assumptions in a culturally diverse desegregated school are explored as a crucial dictate in the emergence of the context in which teaching and learning materialises. Through engagement in a focused ethnographic exploration, life sciences teachers’ basic/fundamental assumptions in desegregated classrooms are identified and interpretively explored to decipher the context they precipitate. Deciphered assumptions included assumptions about social identity, relations, academics, pedagogy, power, and metaphysics.

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/content/journal/10520/EJC-1689d4c8f3
2019-05-31
2019-10-19

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