Teachers' sense of self amid adaptation to educational reform / G. van den Berg

By:

Van den Berg. G [author]

Contributor(s):

Schulze, S [author]

Material type: Text

TextSeries: Africa education review ; Volume 11, number 1 ,Pretoria: Unisa Press and Routledge, 2014Content type:

text

Media type:

unmediated

Carrier type:

volume

Subject(s):

LOC classification:

L81.A33 AFR

Online resources:

Click here to access online

Summary: Education has been subject to a process of continuous educational reforms. The aim of this study was to explore teachers’ abilities to adapt to these reforms and to find out how this process of continual reform related to their identities as teachers. The study used a narrative research approach. The data for this research were based on the narratives of practising teachers registered for a postgraduate teacher education programme, and on interviews. Since change was a key concept, the theory of adaptive expertise was used to interpret the data. The study proposed a conceptual model that explained the relationship between teaching and the learning context, adaptive expertise and teacher identity in an ever-changing educational environment. The research pointed to some of the implications of a lack of consultation with teachers in the formulation of new policies, and recommended interventions with a view to developing adaptive expertise.

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Holdings
Item type	Current library	Call number	Vol info	Copy number	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	L81.A33 AFR (Browse shelf(Opens below))	Vol. 11. no. 1 pages 33-58	SP19050	Not for loan	For in-house use only

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Education has been subject to a process of continuous educational reforms. The aim of this study was to explore teachers’ abilities to adapt to these reforms and to find out how this process of continual reform related to their identities as teachers. The study used a narrative research approach. The data for this research were based on the narratives of practising teachers registered for a postgraduate teacher education programme, and on interviews. Since change was a key concept, the theory of adaptive expertise was used to interpret the data. The study proposed a conceptual model that explained the relationship between teaching and the learning context, adaptive expertise and teacher identity in an ever-changing educational environment. The research pointed to some of the implications of a lack of consultation with teachers in the formulation of new policies, and recommended interventions with a view to developing adaptive expertise.

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