Elaine Browne.pdf - Nelson Mandela Metropolitan University

How do teachers responsible for the teaching of Arts and Culture in the Intermediate Phase at
previously disadvantaged schools experience the implementation of this learning area?
The following sub‐questions directed the research process:
What does it mean to be a ‘competent’ teacher?
What are the components of the Arts and Culture learning area?
What would it mean to be a competent Arts and Culture teacher in the Intermediate
Phase?
How do teachers experience the implementation of this learning area in the
Intermediate Phase at previously disadvantaged schools?
The research process
In order to find potential answers to the research questions stated above, I employed a
qualitative research design. The main aim of qualitative studies is to understand human
behaviour. The respondents were all teachers responsible for arts education at their schools.
The participants were selected purposively. In order to generate the required data, I conducted
focus group interviews. These interviews were recorded and transcribed. The transcriptions
were then analysed in order to identify specific themes and sub‐themes that reflected the
teachers’ experiences. Their responses were subsequently interpreted in order to derive the
final conclusions in response to the research question. Hence, this study is positioned within
the interpretative paradigm. A more comprehensive overview of the research process is
provided in chapter three.
Ethical considerations
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