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Original Research
Die geborgenheid van die onderwyser as voorwaarde vir opvoedende skoolonderwys
Koers - Bulletin for Christian Scholarship/Bulletin vir Christelike Wetenskap | Vol 67, No 1 | a361 |
DOI: https://doi.org/10.4102/koers.v67i1.361
| © 2002 I.J. Oosthuizen, P.J. Mentz, J.L. van der Walt
| This work is licensed under CC Attribution 4.0
Submitted: 06 August 2002 | Published: 06 August 2002
Submitted: 06 August 2002 | Published: 06 August 2002
About the author(s)
I.J. Oosthuizen, Nagraadse Skool vir Opvoedkunde, Fakulteit Opvoedingswetenskappe, Potchefstroomse Universiteit vir CHO, South AfricaP.J. Mentz, Skool vir Opvoedkundige Opleiding en Ontwikkeling, Fakulteit Opvoedingswetenskappe, Potchefstroomse Universiteit vir CHO, South Africa
J.L. van der Walt, Nagraadse Skool vir Opvoedkunde, Fakulteit Opvoedingswetenskappe, Potchefstroomse Universiteit vir CHO, South Africa
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Teacher security as a pre-condition for adding pedagogical value to teaching in schools
Since 1994 the new political dispensation in South Africa has led to several disruptions in the education system. Teachers have not escaped the effects of this disruption, and many teachers manifest symptoms of insecure behaviour. Because of their insecurity, many teachers are unable to add pedagogical value to their teaching efforts. The disruption they are currently experiencing is, however, by no means more radical or acute than in other periods in South African history. A number of guidelines are offered by means of which (teachers’ perceptions of) teacher security can be improved. This is done on the premise that strengthening teacher security and safety will not only enable teachers to understand their divine calling as well as the nature of pedagogical involvement with learners, but will indeed motivate them to also apply pedagogical principles and insight in actual classroom practice.
Since 1994 the new political dispensation in South Africa has led to several disruptions in the education system. Teachers have not escaped the effects of this disruption, and many teachers manifest symptoms of insecure behaviour. Because of their insecurity, many teachers are unable to add pedagogical value to their teaching efforts. The disruption they are currently experiencing is, however, by no means more radical or acute than in other periods in South African history. A number of guidelines are offered by means of which (teachers’ perceptions of) teacher security can be improved. This is done on the premise that strengthening teacher security and safety will not only enable teachers to understand their divine calling as well as the nature of pedagogical involvement with learners, but will indeed motivate them to also apply pedagogical principles and insight in actual classroom practice.
Keywords
Professionalism In Education; Professionalism In Teaching; Teacher Safety; Teacher Security
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