South African Journal of Education
versão On-line ISSN 2076-3433
versão impressa ISSN 0256-0100
In many societies violence, crime and intolerance have become an everyday reality. In this context teachers are responsible for facilitating values in education. The study aimed to investigate teachers' experiences of the implementation of values in education in classroom praxis. Constructivism was used as conceptual framework. Data were collected by means of interviews with 14 participants. The findings revealed that there was a gap between policy makers' intentions and teachers' perspectives. This gap related to the teachers' poor understanding of the concept 'values in education', exacerbated by a lack of reflexivity about the issue; a failure to address the influence of teacher identity on values in education; a need for suitable training; a lack of knowledge on how to address practical challenges with values in education or how to consider the hidden curriculum, and how to use different strategies effectively to facilitate values in education. Our main conclusion is that education initiatives so far have had little impact on the implementation of values in education in selected schools. Recommendations for improvement are made.
Palavras-chave : constructivism; teachers' experience; values in education.