Pedagogy of Learning and Teaching: A Phenomenographic Perspective from Selected Classrooms in Rural South Africa

Autor/in	Assan, Thomas E. B.
Titel	Pedagogy of Learning and Teaching: A Phenomenographic Perspective from Selected Classrooms in Rural South Africa
Quelle	In: Africa Education Review, 16 (2019) 6, S.4-21 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Assan, Thomas E. B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2018.1464694
Schlagwörter	Foreign Countries; Rural Schools; Rural Education; Educational Policy; Teacher Role; Teaching Methods; Grade 9; Secondary School Teachers; Secondary School Students; Economics; Teaching Experience; Banking; Credit (Finance); Supply and Demand; Monetary Systems; South Africa + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ländliche Erwachsenenbildung; Politics of education; Bildungspolitik; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Volkswirtschaftslehre; Bankgeschäft; Credit; Kredit; Bedarfsplanung; Monetary system; Währungssystem; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Classroom practitioners are expected to facilitate effective learning under the "Curriculum and Assessment Policy Statement" (CAPS) in South Africa. During this facilitation process, educators are required to become more resourceful in terms of their learning and teaching strategies. This article is based on a case study -- within the phenomenographic paradigm -- of Grade 9 educators and learners in four rural schools in North West, South Africa. The study focussed on a specific economics and management sciences (EMS) topic relating to the understanding of the value or price determination of the South Africa rand on the foreign exchange market. The article is divided into three parts: firstly, the concepts of phenomenography and the variation theory of learning are explored and constituted as the conceptual framework; secondly, educators' experiences with the variation theory as a classroom resource for learning; and thirdly, the impact of educators' classroom experiences with the variation theory on learners' quantitative and qualitative learning outcomes. The results showed an improvement in the learners' understanding of the EMS topic studied. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01