Exploring teachers' conceptions of caring within teaching in the foundation phase at a school outside the greater Durban area.
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Date
2010
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Abstract
This small-scale study explored teachers’ conceptions of caring within teaching in the
Foundation Phase at a combined school outside the greater Durban area. The school
serviced children from the nearby squatter camps and surrounding working class
community. In this study, I wanted to know how conceptions of caring were made by
Foundation Phase teachers’ within the context of their work experiences. Their meaning
making and their practice was important to consider. A qualitative approach was suitable
for this study. The data for the study was obtained by semi-structured interviews and
focus group interviews. The findings show that Foundation Phase teachers have multiple
conceptions of caring within teaching. This is influenced by the context they teach in and
the frames of references they use. It was evident that teachers were using frames of
reference from child development in vulnerable situations, teaching and learning with
lack of strong support (from the home and education department) and the futuristic image
of the child in order to shape caring within teaching. Teachers position themselves as
caring teachers who do culturally situated practice through forming relationships with the
children. As such, they identify characteristics that are supportive and responsive to the
needs of young children. Their conceptions in relation to pedagogy are supportive of the
idea that they need to connect with their learners and create an inclusive environment.
This, however, is challenged by circumstances which limits the type of caring that is
made possible. A demanding curriculum and large class numbers are limiting the
possibilities for caring acts within teaching in the Foundation Phase.
Description
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.
Keywords
Theses--Education., Primary school teaching--South Africa., Theses--Education.