Enhancing the Quality of Teaching and Learning in Disadvantaged Contexts: Re-imagining the Teacher’s Role

Abstract

Until recently, focus in South African schools has been on changing curricula, and in particular introducing learnercentred approaches as well as training practising teachers through in-service programmes. However, concern is now shifting to the ineffectiveness of the training programmes in equipping teachers to teach effectively, particularly in disadvantaged contexts. These contexts will continue to exist hence the need to empower teachers to effectively navigate contextual constraints and improve the quality of education. This paper explores the extent to which teachers working in deprived contexts seek to improve the quality of learning and teaching by re-imagining their roles. The unit of analysis is a group of ten teachers of English First Additional Language a year after they completed an in-service course, Subject Didactics English, run by the University of South Africa. Findings reveal that for numerous reasons, teachers are too overwhelmed by contextual challenges to seek creative ways to overcome disadvantage.

Keywords: English First Additional Language, Re-imagining, Teacher’s Role, Quality of Learning and Teaching, Disadvantaged Contexts, Agency