The influence of teacher professional identity on teaching number concepts in the foundation phase

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dc.contributor.authorNcube Gugulethu
dc.date.accessioned2023-06-20T13:35:37Z
dc.date.available2023-06-20T13:35:37Z
dc.date.issued2022
dc.descriptionA thesis submitted in fulfillment of the academic requirements for the degree of Doctor of Philosophy in the Department of Foundations of Education in the Faculty of Education, University of Zululand, 2022.
dc.description.abstractThere seems to be a lack of quality teaching of number concepts in the foundation phase. This lack of quality teaching is reflected in the continued poor learner performance. While there have been several programmes designed by the Department of Education to support Foundation Phase teachers, none seem to be achieving desired results. This study sought to find out the influence of teacher professional identity on teaching number concepts in the foundation phase. Twelve foundation phase teachers from the Johannesburg East District were purposively selected. Data was collected using in-depth interview schedule and observation tool and analysed thematically. The findings reveal that teachers view themselves as pedagogical content knowledge specialists, among others. However, there was lack of synergy between the way teachers teach number concepts and the self-image. The self-image was not reflected in their teaching. I concluded that teacher professional identity has an influence on teaching number concepts in the foundation phase. Teacher professional identity also provides a structure for teachers to construct their own thoughts and actions, and understand their positions in the wider communities they teach in. Teacher professional identity is not something that is fastened securely in a position, nor is it imposed. Rather it is acquired through encounter and the sense that is made of that encounter. I recommend that teachers consider investing in the development of their teacher professional identity because teachers teach their identities.
dc.identifier.urihttps://uzspace.unizulu.ac.za/handle/10530/2374
dc.language.isoen
dc.titleThe influence of teacher professional identity on teaching number concepts in the foundation phase
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