SciELO - Scientific Electronic Library Online

 
vol.32 número2Exploring a secondary school educator's experiences of school violence: a case studyFrom policy to practice: education reform in Mozambique and Marrere Teachers' Training College índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • En proceso de indezaciónSimilares en Google

Compartir


South African Journal of Education

versión On-line ISSN 2076-3433
versión impresa ISSN 0256-0100

Resumen

PILLAY, Jace. Keystone Life Orientation (LO) teachers: implications for educational, social, and cultural contexts. S. Afr. j. educ. [online]. 2012, vol.32, n.2, pp.167-177. ISSN 2076-3433.

The aim of this study was to identify and describe skills, characteristics and support networks needed by keystone Life Orientation (LO) teachers in six Gauteng schools. In this study "keystone" refers to LO teachers who make a positive impact in their schools. A qualitative research design was used to collect data through interviews, class observations, and questionnaires. Data were analysed through content analysis. The results indicate that keystone LO teachers must be skilled counselors, career guides and diverse role players. They should also be open, approachable, have integrity, be trustworthy, resolve conflict and make good use of internal and external support within the context of schools. More importantly, it was found that keystone LO teachers are determined by their ability to deal with challenges, such as child abuse, substance abuse, poverty, and HIV/AIDS within their school communities. Based on the findings, the implications for keystone LO teachers in the educational, social and cultural contexts are discussed.

Palabras clave : bio-ecological systems theory; cultural context; educational context; keystone; life orientation; context.

        · texto en Inglés     · Inglés ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons