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The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies
This study examines how two Grade 6 Natural Science teachers in two low SES schools in the Western Cape teach Natural Science, and what relation this has to the regulative discourse that informs their teaching. Data texts were derived from interviews and lesson observations. The study draws on resea...
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
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School of Education
2015
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| _version_ | 1867613190844579840 |
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| access_status_str | Open Access |
| author | Carder, Rebecca Jean |
| author2 | Jacklin, Heather |
| author_browse | Carder, Rebecca Jean Jacklin, Heather |
| author_facet | Jacklin, Heather Carder, Rebecca Jean |
| author_sort | Carder, Rebecca Jean |
| collection | Thesis |
| description | This study examines how two Grade 6 Natural Science teachers in two low SES schools in the Western Cape teach Natural Science, and what relation this has to the regulative discourse that informs their teaching. Data texts were derived from interviews and lesson observations. The study draws on research relating to teacher expectations and redescribes this in terms of Bernstein’s concept of the regulative discourse. The study concludes that the teachers’ regulative discourses and instructional discourses are not wholly developed individually; instead, these discourses, and specifically teachers’ expectations of learners are strongly influenced and developed by interactions between curriculum demands and the local school culture. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/13652 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:32:13.078Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/13652 The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies Carder, Rebecca Jean Jacklin, Heather Education This study examines how two Grade 6 Natural Science teachers in two low SES schools in the Western Cape teach Natural Science, and what relation this has to the regulative discourse that informs their teaching. Data texts were derived from interviews and lesson observations. The study draws on research relating to teacher expectations and redescribes this in terms of Bernstein’s concept of the regulative discourse. The study concludes that the teachers’ regulative discourses and instructional discourses are not wholly developed individually; instead, these discourses, and specifically teachers’ expectations of learners are strongly influenced and developed by interactions between curriculum demands and the local school culture. 2015-08-07T11:00:46Z 2015-08-07T11:00:46Z 2015 Master Thesis Masters MEd http://hdl.handle.net/11427/13652 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Education Carder, Rebecca Jean The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies |
| thesis_degree_str | Master's |
| title | The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies |
| title_full | The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies |
| title_fullStr | The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies |
| title_full_unstemmed | The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies |
| title_short | The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies |
| title_sort | influences of teachers regulative discourse specifically teachers expectations of learner achievement on teachers pedagogic practice in teaching grade 6 natural science in the western cape two case studies |
| topic | Education |
| url | http://hdl.handle.net/11427/13652 |
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