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n Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Die onderwysersgids as ondersteuningsinstrument binne die handboekgedrewe KABV-kurrikulum

Volume 48, Issue 2
  • ISSN : 0259-9570
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Abstract

Die rol van die onderwysersgids binne verskillende Suid-Afrikaanse taal-kurrikula word in hierdie artikel ondersoek. Die konseptuele raamwerk waarvan in hierdie artikel uitgegaan word, is Pedagogiese Geletterdheid (Sale 2006) wat 'n empiriese raamwerk daarstel wat op eklektiese wyse elemente van verskillende leerteorieë effektief saam gebruik. Die navorsingsmetode is 'n inhoudsanalise van een KABV-onderwysersgids (Afrikaans Huistaal) om vas te stel hoe die kernbeginsels van goeie onderrigpraktyk in die onderwysersgids manifesteer, al dan nie. Die studie bevind dat, ten spyte van 'n voorskriftelike kurrikulum, die onderwyser wel weens die bemiddeling van die onderwysersgids op eklektiese wyse sy/haar eie stem kan vind (en tog aan die kurrikulumvereistes voldoen). 'n Leerdergerigte, sukses-georiënteerde inslag is deurgaans teenwoordig terwyl die organisatoriese en administratiewe strukture in die onderwysersgids die druk op die onderwyser verlig en hom/haar in staat stel om te kan konsentreer op kommunikatiewe onderrig in die klaskamer.

The role of the teacher's guide within different South African curricula is investigated in this article. The conceptual framework for this article is Pedagogic Literacy (Sale 2006) through which an empirical framework is developed that effectively combines different elements of a number of learning theories. Research aims to trace ways in which teachers in the textbook-driven CAPS-curriculum are supported by a teacher's guide. The research implements a content analysis of one of the CAPS teacher guides (Afrikaans home language) to determine whether the core aspects of good teaching are evident in the sample. The findings suggest that, in spite of the prescriptive curriculum, teachers are supported through the agency of the teacher's guide to find their own voice (and yet abide to curriculum requirements). A learner and success orientated approach was evident whilst the organisational and administrative structures in the teacher's guide also enable teachers to focus on communicative teaching and learning in the class room.

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/content/langt/48/2/EJC167454
2014-12-01
2016-12-10

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