Official pedagogic identities from South African policy – some implications for mathematics teacher education practice

Abstract

In South Africa the National Curriculum Statement for Grades 10 – 12 (General): Mathematics (DoE, 2003) together with the Norms and Standards for Educators (DoE, 2000a) are key policy documents that provide the official basis for mathematics education reform and for the construction of new pedagogic identities. In this paper I use a framework based on the work of Bernstein (1996, 2000) to theorise the construction of pedagogic identities. I use this to build on Graven’s (2002) description of the new official pedagogic identity of the South African mathematics teacher, and on Adler et al. (2002) and others to raise questions related to teacher knowledge and the challenges of developing specialist mathematics teacher identities through initial teacher education programmes.

Mathematical connections of a higher cognitive level: A tool we may use to identify these in practice

“…In South Africa and with specific reference to reforms in mathematics, both Mwakapenda (2008) and Parker (2006) concur that connections are among the key experiences to be gained by learners. Empirical evidence shows that a student's ability to recognise connections is directly linked to mathematical understanding (Silver, Mesa, Morris, Star & Benken, 2009).…”

“…That way, students' understanding becomes deeper and more lasting, and learners come to view mathematics as (a) a coherent whole, (b) as connected with other subjects and (c) as connected to their own interests and experiences (Weinberg, 2001). The problem statement While literature seems unanimous that students should learn how to make mathematical connections, Parker (2006) posits that this is just an official image of a desired pedagogic identity, a policy image, rather than a constructed reality based in practice. She then posed a question; "How is access to the criteria for these new notions of mathematics and mathematics teaching made possible?"…”

The Impact of In-Service Training on Computer Application Educators: Challenges Experienced and Skills Acquired

“…The NCS (grade 10 to 12 general), together with the norms and standards for educators, visualised educators who were qualified, competent, dedicated, caring and had the ability to fulfil the various roles. These roles included being mediators of learning, interpreters and designers of learning programme and materials, leaders, administrators and managers, scholars, researchers and lifelong learners, community members, citizens and pastors, assessors and subject specialists (Parker;2011: 2). Therefore, the researcher sought to undertake an evaluation of the training provided to educators towards improving the quality of teaching and learning in CAT at secondary schools of the Motheo district, Free State Province.…”

“…The National Curriculum Statement (NCS), and recently, the newly introduced Curriculum Assessment and Policy Statement (CAPS), visualise educators who are qualified, competent, dedicated, caring, and have the ability to fulfil the various roles, which included being mediators of learning, interpreters and designers of learning programmes and materials, leaders, administrators and manager, scholars, researchers and lifelong learners, community members, citizens and pastors, assessors and subject specialists (Parker;2011: 2). These are the seven most important roles set by the Department of Education (DoE); these endeavours cannot be met if the DoE does not focus on its employees in the system that are regarded as the key to effect improvement of the quality in schools.…”

Strengthening Morality and Ethics in Educational Assessment through Ubuntu in South Africa

“…While this policy sets out a normative framework to regulate teacher education (Department of Education, 2000, p. 9), it also indicates what the professional expectations for teachers are. Parker (2004, p. 2) makes the point that the Norms and Standards for Educators (Department of Education, 2000, pp. 13–21) describes what it means to be a competent professional teacher in South Africa.…”