’n Ondersoek na die gereedheid van onderwysers vir die demokratiese aard van onderwys in die Wes-Kaap, Suid-Afrika

Smuts, Hortense (2019-04)

Thesis (MEd)--Stellenbosch University, 2019.


ENGLISH ABSTRACT : South Africa became a democracy in 1994, but without democrats, a democracy will be null and void. In order to become a country with proficient democrats, we need to understand what it means to be citizens, informed about our rights and capable to participate in decision-making processes. Democratic citizenship education is the key instrument to realise this ideal. Therefore, a statement is made that education in South Africa cannot move forward without incorporating democratic principles. Since 1994, education in South Africa has undergone many changes in the quest for a more democratic country. However, the question is whether teachers have also made the necessary changes, or have been given the necessary guidance to implement such changes. Are teachers ready to facilitate the democratic nature of education? It is a known problem that teachers tend to leave the profession after a few years of teaching. Although there may be many possible reasons for the cause of this problem, in this study, I looked at the readiness of teachers for teaching, specifically for the democratic nature of teaching. To approach this study, I made use of a critical paradigm, in order to expose problems and find possible solutions. Data was constructed through the lived experience of teachers from three different schools and education students at final-year level. An empirical research approach was used to set up questions, which included both close-ended and open-ended questions. Through this research, it was shown that, although teachers tend to feel ready for the profession before they enter schools, after they start teaching, reality creates the opposite feeling. According to the teachers, democracy and diversity are not necessarily two of the core reasons why teachers leave the profession. It was also found that democratic citizenship education is absent in most teachers’ understanding of the concept and therefore the implementation thereof. Thus, teachers may be experiencing barriers that are linked to the challenges of democracy and diversity without even knowing it. These findings gave rise to possible new topics for research to explore. In order to improve teachers' readiness for the democratic nature of education, greater emphasis must be placed on the importance and responsibility of democratic education through (e.g) support programs in education. Teachers should gain a better understanding of what democracy in education entails and how learners should be prepared as democratic citizens. Further studies can therefore involve the issue of democratic citizenship education in the study material of education students, where more in-depth consideration is given to the preparation of teachers. It is also possible to look at the learners' perspective regarding their preparation as democratic citizens.

AFRIKAANSE OPSOMMING : Suid-Afrika het in 1994 ’n demokrasie geword, maar sonder demokrate sal demokrasie leeg wees. Om ’n land met bekwame demokrate te hê, moet ons begryp wat dit beteken om burgers te wees wat ingelig is oor ons regte en in staat is om aan besluitnemingsprosesse deel te neem. Demokratiese burgerskaponderwys is die sleutelinstrument om hierdie ideaal te bereik. Daarom kan gesê word dat onderwys in Suid-Afrika nie vorentoe kan beweeg sonder om demokratiese beginsels te inkorporeer nie. Sedert 1994 het onderwys in Suid-Afrika baie veranderinge ondergaan in ʼn poging om ’n meer demokratiese land te verkry. Die vraag is egter of onderwysers ook die nodige veranderinge aangebring het en/of die nodige leiding gegee is, om hierdie veranderinge te bemeester. Is onderwysers gereed om die demokratiese aard van onderwys te fasiliteer? Dit is ’n bekende probleem dat onderwysers geneig is om die professie ná ’n paar jaar van onderrig te verlaat. Alhoewel daar baie moontlike redes vir hierdie probleem kan wees, is daar in hierdie studie gekyk na die gereedheid van onderwysers vir onderrig, spesifiek die demokratiese aard van onderrig. ’n Kritiese paradigma is gebruik om hierdie studie te benader om op so ʼn wyse probleme bloot te lê en moontlike oplossings te kry. Data is gekonstrueer deur die ervarings van onderwysers van drie verskillende skole en finalejaar- onderwysstudente te ondersoek. ’n Empiriese navorsingsbenadering is gebruik om vraelyste op te stel, wat beide semigestruktureerde sowel as gestruktureerde vrae ingesluit het. Deur middel van hierdie navorsing is daar aangetoon dat, hoewel onderwysers geneig is om gereed te voel voordat hulle tot die onderwys toetree, die realiteit nadat hulle begin het met onderwys, op die teenoorgestelde dui. Volgens die deelnemers is demokrasie en diversiteit nie noodwendig twee van die kernredes wat lei tot onderwysers wat die professie verlaat nie. Daar is ook bevind dat ʼn begrip van demokratiese burgerskaponderwys by die meeste beginneronderwysers afwesig is en dus ook die implementering daarvan. Die uitdagings van demokrasie en diversiteit kan dus ʼn groter uitdaging wees as wat die onderwysers self besef – en dus wel ‘n bydraende faktor tot onderwysers wat die professie verlaat wees. Hierdie bevindings het tot geldige insigte en verdere onderwerpe vir navorsing aanleiding gegee. Om die gereedheid van onderwysers vir die demokratiese aard van onderwys te verbeter, moet daar groter klem gelê word op die belangrikheid en verantwoordelikheid van demokratiese deur opleiding en ondersteunings programme in die onderwys. Met bewusmaking behoort die onderwysers ‘n beter begrip te vorm van wat demokrasie in die onderwys behels en hoe leerders voor berei moet word, as demokratiese landsburgers. Verdere studies kan dus die betrekking van demokratiese burgerskaponderwys by die studiemateriaal van onderwysstudente behels, waar daar meer in diepte gekyk word na die voorbereiding van onderwysers. Daar kan ook gekyk word na leerders se perspektief met betrekking tot hulle voorbereiding as demokratiese landsburgers.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/105728
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