Literaturnachweis - Detailanzeige
Autor/in | Khoza, Simon B. |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |