Open AccessDie geborgenheid van die onderwyser as voorwaarde vir opvoedende skoolonderwys
Author(s) -
Izak Oosthuizen,
P.J. Mentz,
J.L. Van der Walt
Publication year - 2002
Publication title -
koers
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.166
H-Index - 5
eISSN - 2304-8557
pISSN - 0023-270X
DOI - 10.4102/koers.v67i1.361
Subject(s) - premise , value (mathematics) , pedagogy , politics , perception , mathematics education , sociology , psychology , political science , epistemology , law , computer science , philosophy , machine learning , neuroscience
Teacher security as a pre-condition for adding pedagogical value to teaching in schools Since 1994 the new political dispensation in South Africa has led to several disruptions in the education system. Teachers have not escaped the effects of this disruption, and many teachers manifest symptoms of insecure behaviour. Because of their insecurity, many teachers are unable to add pedagogical value to their teaching efforts. The disruption they are currently experiencing is, however, by no means more radical or acute than in other periods in South African history. A number of guidelines are offered by means of which (teachers’ perceptions of) teacher security can be improved. This is done on the premise that strengthening teacher security and safety will not only enable teachers to understand their divine calling as well as the nature of pedagogical involvement with learners, but will indeed motivate them to also apply pedagogical principles and insight in actual classroom practice