Rural Education in South Africa: Concepts and Practices

Hlalele, Dipane

doi:10.5901/mjss.2014.v5n4p462

Cited by 17 publications

(22 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Special educational facilities (for example labs, PC rooms, and so on) are either lacking or dysfunctional in most of the rural schools (Maringe et al, 2015). In addition, some do not have enough buildings to accommodate all the students (Hlalele, 2014b). In this manner, teacher needs strong knowledge on pedagogy so that even if they are not so much technologically inclined or not incorporating technology in their classes, they will be able to use varied methods and strategies to attract the students so that they will not to get bored.…”

Section: Figure 1 Framework On the Attributes Of The 21 St -Century Mathematics Teacher In Bukidnonmentioning

confidence: 99%

“…This could be on the grounds that there aren't sufficient classrooms, which implies students must be consolidated into fewer classes. In either case, the educator can't give adequate attention to every student to guarantee that they have grasped the lessons (Maringe et al, 2015;Hlalele, 2014b). In this case, the teachers must value diversity among students, must be adaptive and resilient, must be aware of the pedagogy of teaching and must have the pedagogical skills in order to be an effective classroom teacher in dealing with various students with varied personality.…”

Section: Figure 1 Framework On the Attributes Of The 21 St -Century Mathematics Teacher In Bukidnonmentioning

confidence: 99%

See 1 more Smart Citation

Understanding the emergent attributes of 21st-century mathematics teachers in Bukidnon

Ucang

Limjap

2021

TSSJ

View full text Add to dashboard Cite

Numerous quantitative research studies from abroad and in the Philippines had been investigating the attributes of the mathematics teachers in the 21st - Century. A study using grounded theory was designed to find out the attributes of 21st -century mathematics teachers in Bukidnon. Thirteen participants were interviewed over a period of four months. Interviews were analyzed using Pandit’s grounded theory methodology and the constant comparison method. Three main categories and thirty-nine subcategories have been identified and explained that encompasses an emerging substantive theory of “Understanding the Emergent Attributes of 21st -Century Mathematics Teachers in Bukidnon” which are as follows: 1) Knowledge (community, curriculum, educational foundation and policies, environmental awareness, global awareness, pedagogy, students, subject content, self); 2) Skills (administrative and management skills, communication skills, facilitative skills, pedagogical skills, people management skills, reflective skills and thinking disposition, social and emotional intelligence and technological skills; and 3) Values (accurate, adaptive and resilient, aim for high standards, belief that all children can learn, collaborative learning and practice, commitment to nurturing the potential in each child, creative, empathy, enquiring nature, ethical, objective, passion, prayerful, perseverance, productive, professionalism, resourceful, social responsibility and engagement, stewardship, strive to improve, value parental involvement and valuing diversity). Further, the study revealed that the value of a person influences the teacher on what he will teach and directs the teacher on how he will teach the subject content.

show abstract

Section: Figure 1 Framework On the Attributes Of The 21 St -Century Mathematics Teacher In Bukidnonmentioning

confidence: 99%

Section: Figure 1 Framework On the Attributes Of The 21 St -Century Mathematics Teacher In Bukidnonmentioning

confidence: 99%

Understanding the emergent attributes of 21st-century mathematics teachers in Bukidnon

Ucang

Limjap

2021

TSSJ

View full text Add to dashboard Cite

show abstract

“…Social justice also refers to 'parity of participation', where impediments to equal participation in education are subverted. The underpinning principles include care, recognition of individual rights, respect, redress and fairness (Hlalele, 2014;Tickly, 2010;Fraser, 2008;Gerwitz, 1998).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Violence in South African Schools: Perceptions of Communities about a Persistent Problem

Mgijima¹

2014

MJSS

View full text Add to dashboard Cite

show abstract

“…This study aims to draw insights from under-resourced schools where teachers' pedagogy and actions are often viewed as deficient. The aim is not to judge rural teachers The context of rural schools in sA Despite recurring implementation of new education policies, inconsistencies in accessing quality education remain a plague in rural areas (Du Plessis, 2014;Hlalele, 2014). According to Balfour (2012), the most pervasive features of rural communities in South African is poverty.…”

Section: Introductionmentioning

confidence: 99%

“…and lack of basic services (water, sanitation, etc.) affects access to and the quality of education (Hlalele, 2014). Because the schools are located far apart, poor roads limit reliable transport.…”

Section: Introductionmentioning

confidence: 99%

Assets teachers identify for the teaching of Accounting Education in a rural secondary school in KwaZulu-Natal

Ngwenya

2020

PiE

View full text Add to dashboard Cite

This paper explores the resources Accounting teachers draw on and how they use the identified resources in the teaching of Accounting in a rural school. The study adopted an interpretive qualitative case study and employed semi-structured individual interviews to collect data from the Accounting teachers. Thematic analysis revealed that Accounting teachers used capacities, skills and resources from the school, neighbouring schools and wider community outside the school to improve their teaching practices. Despite the continuous curriculum changes, the nature of the discipline of Accounting and the school's context, Accounting teachers were able to identify and utilise assets at different levels, starting from the talents and capacities of learners. The paper concludes that instead of using the deficits as a starting point in development of Accounting teachers, development must build upon the capacities and strengths that exist within the school community.

show abstract

Rural Education in South Africa: Concepts and Practices

Abstract: This paper presents a critique of rural education in

Cited by 17 publications

References 24 publications

Understanding the emergent attributes of 21st-century mathematics teachers in Bukidnon

Understanding the emergent attributes of 21st-century mathematics teachers in Bukidnon

Violence in South African Schools: Perceptions of Communities about a Persistent Problem

Assets teachers identify for the teaching of Accounting Education in a rural secondary school in KwaZulu-Natal

Contact Info

Product

Resources

About