Elaine Browne.pdf - Nelson Mandela Metropolitan University

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teaching, however, refer to how teachers think about teaching, planning and organising the education system. Without the formal elements, teachers would not know how to specify the material elements (Morrow 2007, 98). The formal elements of teaching are not context‐ specific, whilst the material elements are necessarily rooted in specific contexts. According to Morrow, Norms and Standards (DoE 2000) merely provides a list of possible material elements of teaching whilst teachers are under the impression that they have been presented with “a formal definition of teaching”. In this sense, the Norms and Standards are incomplete. Morrow (2007, 101) furthermore believes that Norms and Standards fail to provide teachers with an elaborate and solid understanding of the concept of ‘teaching’. For Morrow, ‘teaching’ should be seen as a particular kind of practice, which he defines as “the practice of organising systematic learning” [original emphasis] (ibid, 101). This implies that teachers will see ‘learning’ not only as the acquisition of academic knowledge or traditional school knowledge. The concept of teaching will then be expanded to facilitate learning anything that takes some time and is normally assisted by someone who knows. However, this type of learning does not overload the learner’s brains with information, because it is ‘organised’ in a ‘systematic’ way. It uses the practice of teaching that centres around the design of learning programmes that foster the gradual development of competences that cannot be learned in an instant (Morrow 2007, 70, 107). Hence, for Morrow, a competent teacher is one who knows “how to organise systematic learning” (2007, 70). The practice of teaching, understood as the practice of organising 18
systematic learning, requires an exceptional brand of knowledge of the content which reveals competence in teaching. A competent teacher should be able to manage “situational appreciation” successfully, in other words, display a professionally appropriate perception of what is salient in particular situations (Morrow 2007, 80). In this regard, Morrow differentiates between four categories of competences that a teacher needs to have. These are, firstly, a critical understanding of teaching and a vast knowledge of its ideals. Secondly, the teacher needs to have an ultimate knowledge of the content to be properly conveyed to the learners. In addition, the teacher requires a deep understanding of the unique social, organisational and institutional contexts, and lastly, a competent teacher will be proficient in ‘organising systematic learning’ (2007, 84, 85). As seen by Lee Shulman (2004) For Shulman (2004, 201), teacher competence is embedded in the teacher’s knowledge of the pedagogical content. Pedagogical content knowledge (PCK), according to Shulman, implies an understanding of what makes the learning of specific topics easy or difficult. It also refers to the ways of representing and formulating the subject that makes it comprehensible to the learners. Shulman identifies three kinds of knowledge that the teacher should have. These are proper content knowledge, pedagogical content knowledge, as well as curricular knowledge. Shulman (ibid, 203) believes that pedagogical content knowledge (PCK) goes beyond factual knowledge and includes the pedagogy of transforming content knowledge in order to enable successful teaching and learning. Pedagogical content knowledge implies that the teacher has “a veritable 19
Page 1 and 2: THE IMPLEMENTATION OF THE ARTS AND
Page 3 and 4: CHAPTER 3 - Research design and met
Page 5 and 6: ABSTRACT Inherent to post‐aparthe
Page 7 and 8: Introduction Chapter 1 Orientation
Page 9 and 10: (DoE 1997, 21). Hence, the aim is t
Page 11 and 12: (Rogan & Grayson 2003, 1174). A sig
Page 13 and 14: significant difference between teac
Page 15 and 16: A critical observation by Christie
Page 17 and 18: All school management teams, as wel
Page 19 and 20: This particular research study was
Page 21 and 22: Introduction Chapter 2 Literature r
Page 23: 4. The teacher, as a scholar, resea
Page 27 and 28: others, we are constantly re‐eval
Page 29 and 30: Educational philosophies In the Sou
Page 31 and 32: Curriculum structure Each learning
Page 33 and 34: encourage progression, as it requir
Page 35 and 36: successfully to the learners. In ad
Page 37 and 38: previously mentioned note values. B
Page 39 and 40: should be known. Visual art related
Page 41 and 42: activities and solve musical proble
Page 43 and 44: creative thinking, social interacti
Page 45 and 46: Another key characteristic of Afric
Page 47 and 48: (Wanyama 2006, 24). In this regard,
Page 49 and 50: Introduction Chapter 3 Research des
Page 51 and 52: 2008, 14; Bless, Higson‐Smith & K
Page 53 and 54: use of this kind of interview in ca
Page 55 and 56: egarding the implementation of the
Page 57 and 58: Data collection and analysis Data c
Page 59 and 60: Trustworthiness In qualitative rese
Page 61 and 62: assessment, I don’t think ... is
Page 63 and 64: the curriculum did not provide suff
Page 65 and 66: that is just one small section of t
Page 67 and 68: it ends up you do all four discipli
Page 69 and 70: Jy moet ook jou hand uitstrek en pr
Page 71 and 72: next period you have a different cl
Page 73 and 74: They dump it. If you got a free per
Page 75 and 76:
en dit is moeilik vir hulle om eksa
Page 77 and 78:
away from the normal class setup. T
Page 79 and 80:
to teach the arts without proper ma
Page 81 and 82:
Conclusion This chapter provided an
Page 83 and 84:
disadvantaged schools are predomina
Page 85 and 86:
Recommendations Based on the main c
Page 87 and 88:
activities to learners. Arts materi
Page 89 and 90:
Bibliography Agawu, K. 2003. Repres
Page 91 and 92:
Cross, M., Mungadi, R. & Rouhani, S
Page 93 and 94:
Grau, A. 2005. When the Landscape b
Page 95 and 96:
McMillan, J.H. & Schumacher, S. 200
Page 97 and 98:
Rogan, M.R. 2007. An uncertain harv
Page 99 and 100:
Weeks, J. 1990. The value of differ
Page 101 and 102:
Prof Delport: So do I gather that t
Page 103 and 104:
C: Some of them are good, drawing,
Page 105 and 106:
B: They enjoy because it is now rel
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8 Pedro taught us how to play and a
Page 109 and 110:
10 the kids must experience a a som
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Elaine: Yes you are lucky at this s
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14 we’regoing to see a big change
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16 hulle ons so in die bos gegooi h
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18 K: Wat baie gaan help in terms o
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20 Music, I don’t have a clue. We
Page 121 and 122:
Elaine: En jy gee workshops? 22 O:
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24 word, vir drama moet da punte ui
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26 om maar ‘n plan te maak om goe
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28 Q: Die talent is daar, maar soos
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30 T: I, I think learners can enjoy
Page 131 and 132:
32 T: They like to dance, they like
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