Born-Free Learner Identities: Changing Teacher Beliefs to Initiate Appropriate Educational Change

Autor/in	Vandeyar, Saloshna
Titel	Born-Free Learner Identities: Changing Teacher Beliefs to Initiate Appropriate Educational Change
Quelle	In: South African Journal of Education, 41 (2021), Artikel 2106 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Vandeyar, Saloshna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Self Concept; Teacher Attitudes; Attitude Change; Educational Change; Educational Theories; Student Attitudes; Democracy; Social Change; Teacher Student Relationship; Constructivism (Learning); Secondary School Students; Epistemology; Language of Instruction; African Languages; Indo European Languages; English; English (Second Language); Institutional Characteristics; Blacks; Whites; Multiracial Persons; Ethnic Groups; Racial Segregation; Race; Personal Narratives; South Africa + Suchen Sie Ihr Suchwort? Ausland; Selbstkonzept; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Bildungsreform; Educational theory; Theory of education; Bildungstheorie; Schülerverhalten; Demokratie; Sozialer Wandel; Teacher student relationships; Lehrer-Schüler-Beziehung; Sekundarschüler; Erkenntnistheorie; Teaching language; Unterrichtssprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Indoeuropäisch; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Black person; Schwarzer; White; Weißer; Mischling; Ethnie; Rassentrennung; Rasse; Abstammung; Erlebniserzählung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	An earlier paper focused on how born-free learners constitute, negotiate and represent their identities after almost two and half decades of democracy in South Africa. Utilising the theoretical framework of subjective realities of educational change, in this article I set out to explore what implications teachers' beliefs hold for born-free learners, and how teachers' beliefs can be changed or adapted to initiate appropriate educational change. The focus of this article is on the beliefs of teachers and how the change thereof can contribute to educational change, based on how learners perceive their identities. The epistemological lens of social constructivism and the research strategy of narrative inquiry was used. Fifty-eight born-free learners across 6 research sites participated in this study. Semi-structured interviews and field notes comprised the data capture, which were analysed using the qualitative content analysis method. Findings reveal that shifting and diverse self-identifications of born-free learners hold fundamental and crucial implications that reside at the heart of educational change, namely a change in teachers' beliefs and in teachers' practice. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01