Abstract

CHAUKE, Margaret. South African teachers' perceptions of their mediator role during the COVID-19 pandemic. S. Afr. j. educ. [online]. 2025, vol.45, n.2, pp.1-11. ISSN 2076-3433.  https://doi.org/10.15700/saje.v45n2a2486.

The role of teachers in the classroom is crucial for guiding learners towards achieving learning outcomes. With the study reported on here I explored the role of Grade 6 teachers in South Africa as mediators during the COVID-19 pandemic, specifically focusing on their ability to facilitate online teaching. The research was grounded in Vygotsky's (1978a) theory of the zone of proximal development (ZPD), with particular emphasis on Valsiner's (1997) interpretation of the ZPD as framework for mediating online teaching. An interpretive paradigm was adopted to understand teachers' perspectives on online teaching and how they facilitated their roles during the COVID-19 pandemic. A qualitative research approach was used, with data collected through semi-structured interviews, field notes, audio recordings, non-participatory observations, and document analysis. Thematic analysis was employed to analyse the data. The findings from this study contribute to a deeper understanding of teachers' perceptions of their mediator role during the COVID-19 pandemic. The findings further reveal that teachers faced challenges due to insufficient training in digital technology, which hindered their ability to mediate online teaching effectively. I recommend that for effective teaching, as experienced during COVID-19, to take place, the Department of Education should prioritise teacher training in digital resources and inclusive teaching practices to optimise information and communication technology.

Keywords : COVID-19 pandemic; curriculum differentiation; full-service schools; mediation; scaffolding; zone of proximal development.

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