Signposting foundation phase teachers’ professional identities in selected Western Cape primary schools, South Africa

Simple item page
dc.contributor.authorNomlomo, Vuyokazi
dc.contributor.authorStofile, Sindiswa
dc.contributor.authorSivasubramaniam, Sivakumar
dc.date.accessioned2023-03-02T09:12:41Z
dc.date.available2023-03-02T09:12:41Z
dc.date.issued2018
dc.description.abstractThe aim of this article is to report on the Foundation Phase (FP) teachers’ professional identities in two primary schools in the Western Cape. This is meant to serve as a basis for understanding teachers’ identities with regard to their teaching experience, qualifications, specialised knowledge base, and ongoing professional development. The article is based on data collected by means of a questionnaire and semi-structured interviews with the FP teachers in two township schools where isiXhosa is used as the medium of instruction in the Foundation Phase (Grades R to Three). We argue that while teacher identity research has received attention across the globe in the past four decades, little is known about the implications of teacher professional identity for literacy teaching in South African classrooms, especially where an African language is used as a language of learning and teaching. Our findings reveal the pluricentric nature of the FP teachers’ qualifications and backgrounds. We conclude that FP teachers’ professional identity (TPI) cannot be conceptualised in a simplistic and unidimensional way, but can be viewed as an intersectional construct that impacts on literacy instructional practices.en_US
dc.identifier.citationNomlomo, V. et al. (2018). Signposting foundation phase teachers’ professional identities in selected Western Cape primary schools, South Africa. South African Journal of Education, 10,1416. https://doi.org/10.15700/saje.v38ns2a1416en_US
dc.identifier.issn2076-3433
dc.identifier.urihttps://doi.org/10.15700/saje.v38ns2a1416
dc.identifier.urihttp://hdl.handle.net/10566/8491
dc.publisherEducation Association South Africaen_US
dc.subjectEarly childhood developmenten_US
dc.subjectFoundation phaseen_US
dc.subjectIdentityen_US
dc.subjectTeaching and learningen_US
dc.subjectSouth Africaen_US
dc.titleSignposting foundation phase teachers’ professional identities in selected Western Cape primary schools, South Africaen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
nomlomo_signposting foundation phase teachers'_2018.pdf
Size:
299.96 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

Research Articles