The Impact of Teacher Professional Conduct on Learner Experiences and Performance in Poor School Communities in South Africa

Autor/in	Munje, Paul Nwati
Titel	The Impact of Teacher Professional Conduct on Learner Experiences and Performance in Poor School Communities in South Africa
Quelle	In: Compare: A Journal of Comparative and International Education, 49 (2019) 4, S.511-528 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2018.1429253
Schlagwörter	Teacher Effectiveness; Disadvantaged Schools; Elementary School Teachers; Elementary School Students; Educational Policy; Attitude Change; Teacher Attitudes; Teacher Student Relationship; Professionalism; Foreign Countries; Student Characteristics; Classroom Environment; Educational Experience; Academic Aspiration; Educational Resources; Poverty; Case Studies; Slum Schools; Principals; Administrator Attitudes; Educational Environment; South Africa; South Africa (Cape Town) + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; Attitudinal change; Einstellungsänderung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Professionalität; Ausland; Klassenklima; Unterrichtsklima; Bildungserfahrung; Bildungsmittel; Armut; Case study; Fallstudie; Case Study; Principal; Schulleiter; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	A qualitative based study was undertaken to explore the impact of teacher professional conduct on learner experiences and performance in three poor primary schools in a disadvantaged community in Cape Town, South Africa. Data was gathered through individual and focus-group interviews, observations and document reviews. The paper uses the capabilities approach to show how teacher professional conduct impact on the aspirations of primary school learners. The paper highlights the silent role limited learning resources, contextual challenges, learner backgrounds, dysfunctional school management systems and policy play in exacerbating teacher unprofessionalism and learner unfreedoms in high-poverty-level areas. It also stresses the critical role the education system has to play in normalising teacher professional conduct by reassessing the impact of these constraints in the classroom. Teachers as part of the change process have to be accountable for their own actions and also voluntarily change their attitudes when dealing with learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01