Life Orientation Teachers' Perspectives on a Pastoral Approach to the Topic: "Development of the Self in Society"

Autor/in	Joubert, Carmen
Titel	Life Orientation Teachers' Perspectives on a Pastoral Approach to the Topic: "Development of the Self in Society"
Quelle	In: South African Journal of Education, 43 (2023) 2, Artikel 2227 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Joubert, Carmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Teacher Role; Well Being; Teacher Student Relationship; Teaching Methods; Caring; Affective Behavior; Attachment Behavior; Counseling Techniques; South Africa + Suchen Sie Ihr Suchwort? Ausland; Lehrerrolle; Well-being; Wellness; Wohlbefinden; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Care; Pflege; Sorge; Betreuung; Affective disturbance; Active behaviour; Affektive Störung; Attachment; Bindungsverhalten; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Life Orientation (LO) teachers should be prepared to employ a pastoral approach -- i.e., emotional support to learners -- particularly when facilitating the topic "Development of the self in society" as prescribed in the curriculum and assessment policy statement (CAPS). Currently, LO teachers have limited knowledge and strategies to develop a pastoral approach due to limited training and resources. The purpose of this article is to present 10 LO teachers' perspectives on employing a pastoral approach. Two unstructured focus-group interviews were conducted, and the data were analysed inductively following a qualitative research design. The analysis indicates that LO teachers are constrained by their lack of access to resources, assistance, expertise and competencies to establish a pastoral approach. To address this, it is recommended that a variety of teaching strategies are applied, attachment relationships are developed, proficiencies akin to those of community counsellors are acquired, cooperative partnerships are set up, and contextually appropriate interventions are tailored. Implementing suggestions that emerged from the findings might support LO teachers to employ a pastoral approach. Recommendations from the findings imply possible LO curriculum reformation and training. This might bring about a change in the attitude of school communities towards the compulsory nature of LO as a subject. It might also provide more nurturing and supportive relationships in schools and a more socially just dispensation for all involved. (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