Literaturnachweis - Detailanzeige
| Autor/inn/en | Olawale, Babawande Emmanuel; Mncube, Vusi; Harber, Clive |
|---|---|
| Titel | Popular Conceptions of Democracy in a Mathematics Teacher-Education Programme |
| Quelle | In: South African Journal of Education, 43 (2023) 2, Artikel 2200 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Olawale, Babawande Emmanuel) ORCID (Mncube, Vusi) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0256-0100 |
| Schlagwörter | Foreign Countries; Democracy; Mathematics Education; Teacher Education Programs; Teacher Educators; Preservice Teachers; Knowledge Level; Beliefs; Experience; Democratic Values; Participative Decision Making; Participation; Freedom; South Africa |
| Abstract | While the meaning of democracy remains multi-faceted centuries after the concept was first conceived of and subsequently formulated, democratic principles have spread to the extent of bringing about democratisation in all fields of education. Thus, with this study we sought to examine the popular conception of democracy in mathematics-education programmes at South African universities. A qualitative research approach and a case study research design were used in this study. Six mathematics teacher educators and 75 second- to fourth-year mathematics education student teachers from 3 different universities constitute the sample for the study. The findings from the study revealed that participants had a contested notion of democracy, since the majority understood it as involving deliberative participation, a shared decision-making process, as well as freedom of expression. Based on the findings of the study, it was concluded that participants were aware of what democracy should look like and were willing to live according to democratic tenets. This understanding was, however, greatly influenced by their experiences and way of life in a democratic South Africa. (As Provided). |
| Anmerkungen | Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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