Resumo

MBAMBO, Khanyi  e  HLABISA, Mlungisi Vusumuzi. South African rural high school teachers' experiences of teaching English poetry. Journal of Education [online]. 2024, n.97, pp.261-281. ISSN 2520-9868.  https://doi.org/10.17159/2520-9868/i97a13.

Research suggests a reluctance by teachers to teach poetry in South African English Second Language (ESL) classrooms. The teaching of poetry is shaped by issues such as resources, professional and personal experiences, societal influences, learners' attitudes toward poetry, and professional development opportunities. In this qualitative case study, we aimed to understand ESL teachers' experiences of teaching poetry in rural South African high schools by considering their Pedagogical Content Knowledge and how they align what they know about teaching with what they teach. Data was generated using reflective journals and individual semi-structured interviews from ten purposefully sampled ESL teachers from rural schools. The findings indicate that ESL teachers in rural settings rely heavily on their own personal, professional, or social experiences when teaching poetry, lack ongoing professional development, and do not appear to be aware of effective teaching strategies to teach poetry.

Palavras-chave : teaching poetry; South African rural schools; teachers' experiences; pedagogical content knowledge.

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