The philosophy of Outcomes-Based Education (OBE), implemented in a new approach to teaching and learning in the South African National Curriculum Statement (NCS), was a response to the injustices of apartheid education. Teachers and learners were given the opportunity for personal empowerment, via the development of subject knowledge and skills, largely through radical changes to envisaged teaching practices. The responses of two practicing teachers to two questions concerning a course entitled, “Functions in the Curriculum and Beyond” were analysed with respect to whether or not their personal subject, and hence pedagogic, identities mirrored those envisaged in the National Curriculum Statement. These observations were informed partly by theoretical concepts from Bernstein (1996) and the principles of the South African National Curriculum Statement. Naidoo and Parker’s (2005) analysis of the official versus personal subject identities of South African teachers provided a contextualised frame for our observations. Our analysis shows that the two teachers demonstrated a development of a prospective identity that has resonance with the kind of teacher envisaged by OBE.
|Keywords:||Mathematics Teacher, South Africa, Outcomes-Based Education, National Curriculum Statement, Subject Identity, Pedagogic Identity|
Lecturer, Foundation Programme, Monash South Africa, Johannesburg, Gauteng, South Africa
Marang Centre for Science and mathematics education, University of the Witwatersrand, Johannesburg, Gauteng, South Africa
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