Can Teachers' Reflections on Digital and Curriculum Resources Generate Lessons?

Autor/in	Khoza, Simon B.
Titel	Can Teachers' Reflections on Digital and Curriculum Resources Generate Lessons?
Quelle	In: Africa Education Review, 15 (2018) 4, S.20-35 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khoza, Simon B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2017.1305869
Schlagwörter	Teacher Attitudes; Action Research; Teaching Experience; Grade 12; High School Students; Learning Activities; Diaries; Mathematics Curriculum; Reflection; Computer Software; Mathematics Teachers; Foreign Countries; Curriculum Implementation; Formative Evaluation; College Faculty; Information Technology; Technology Integration; South Africa + Suchen Sie Ihr Suchwort? Lehrerverhalten; Projektforschung; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernaktivität; Diary; Tagebuch; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Fakultät; Informationstechnologie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article presents a critical action research study of six participants who reflected on their experiences and practices of digital resources in teaching Grade 12 mathematics Curriculum and Assessment Policy Statement (CAPS). One-on-one semi-structured interviews, reflective activities, and journals were used for data generation to explore these reflections in order to encourage the teachers to reflect. Purposive with convenience sampling was used to select the teachers. The study reveals that ideological-ware (IW) resources and critical reflections are the main ingredients to ensure the success of CAPS implementation. When the teachers critically reflected on their practical use of the digital resources, they overcame the curriculum challenges that affected their teaching practice. This study recommends the promotion of IW resources and critical reflections in order to produce teachers' reflective framework for teaching. This study consequently concludes that there were limited forms of reflections that were not compulsory to the teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01