What do teachers do? A qualitative analysis of the role of the teacher

dc.contributor.author	Makhanya M.S.	en
dc.date.accessioned	2012-11-01T16:31:37Z
dc.date.available	2012-11-01T16:31:37Z
dc.date.issued	2002	en
dc.identifier.citation	Systemic Practice and Action Research	en
dc.identifier.citation	15	en
dc.identifier.citation	2	en
dc.identifier.issn	1094429X	en
dc.identifier.other	10.1023/A:1015240524597	en
dc.identifier.uri	http://hdl.handle.net/10500/7464
dc.description.abstract	The role of the teacher in the classroom can be seen to constitute a sociological problem. The objective of this article is to understand teaching life and to discover how teachers construct meaning of their role in the classroom. There is a scarcity of literature pertaining to the role of the teacher. The only available literature is particularly of a positivistic nature which advances "number crunching." None of the research is done from the point of view of the teachers. To understand what teachers are doing in the classroom, it was necessary to undertake an investigation from the perspective of the teachers themselves. This was done within a qualitative methodological framework.	en
dc.language.iso	en	en
dc.subject	Focus group; Meaning; Qualitative method; Role; Teacher	en
dc.title	What do teachers do? A qualitative analysis of the role of the teacher	en
dc.type	Article	en