Open AccessPromoting critical-analytic thinking through teacher discourse moves and pedagogical principles: The case of a rural South African secondary school
Author(s) -
Sheila Tshegofatso Sefhedi,
Margaret Funke Omidire,
Liesel Ebersöhn,
P. Karen Murphy
Publication year - 2021
Publication title -
journal for language teaching/tydskrif vir taalonderrig
Language(s) - English
Resource type - Journals
eISSN - 2958-9320
pISSN - 0259-9570
DOI - 10.4314/jlt.v54i2.5
Subject(s) - pedagogy , mathematics education , qualitative research , quality (philosophy) , critical discourse analysis , discourse analysis , psychology , professional development , critical thinking , sociology , political science , epistemology , social science , linguistics , philosophy , ideology , politics , law
This article reports a case study in a rural South African school on promoting critical-analytic thinking through teacher discourse moves and pedagogical principles. The study investigated the use of teacher discourse moves and pedagogical principles as a component of the Quality Talk model. The Qualitative research methodology and a case study design that entailed the use of interviews, classroom observations and document analysis were used. Data was gathered from an English teacher and 52 Grade 8 students. The data was coded using Quality Talk model indicators and analysed thematically. The findings revealed evidence that teacher training and support in the use of a range of teacher discourse moves and pedagogical principles could enhance students’ development of critical-analytic thinking. It is therefore recommended that teacher training in the use of pedagogical approaches that enhance the development of critical-analytic thinking should be incorporated in professional development programmes.