Literaturnachweis - Detailanzeige
| Autor/inn/en | Naidoo, Devika; Mabaso, Mbali |
|---|---|
| Titel | Social Constructivist Pedagogy in Business Studies Classrooms -- Teachers' Experiences and Practices |
| Quelle | In: Perspectives in Education, 41 (2023) 2, S.62-76 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Naidoo, Devika) ORCID (Mabaso, Mbali) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0258-2236 |
| Schlagwörter | Business Education; Grade 11; Constructivism (Learning); Social Theories; Teaching Methods; Teacher Attitudes; Foreign Countries; Secondary School Teachers; South Africa |
| Abstract | Social constructivism is the dominant pedagogical theory endorsed in educational discourse today. This study set out to examine teaching and learning in Grade 11 business studies classrooms from a social constructivist perspective. The data were obtained through document analysis, semi-structured interviews, and classroom observations. While the teachers were positive towards social constructivist pedagogy, they were not familiar with the epistemology that underpinned its emergence. The learning of multiple perspectives through discussion, a key tenet of the social constructivist theory of learning, was not evident. Teachers indicated that they preferred direct instruction, as it enabled curriculum coverage and better control over learners. Teachers viewed social constructivist approaches as slowing down syllabus coverage and leading to loss of control in overcrowded classrooms. Limited time and higher workload due to larger classes were common deterrents. (As Provided). |
| Anmerkungen | University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: https://journals.ufs.ac.za/index.php/pie/index |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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