scholarly journals TheMpondombiliProject: Preventing HIV/AIDS and Unintended Pregnancy among Rural South African School-Going Adolescents

2006 ◽  
Vol 14 (28) ◽  
pp. 113-122 ◽  
Author(s):  
Joanne E Mantell ◽  
Abigail Harrison ◽  
Susie Hoffman ◽  
Jennifer A Smit ◽  
Zena A Stein ◽  
...  
Keyword(s):  
South African ◽  
Unintended Pregnancy ◽  
Rural South ◽  
South African School ◽  
Hiv Aids

Promoting critical-analytic thinking through teacher discourse moves and pedagogical principles: The case of a rural South African secondary school

2021 ◽  
Vol 54 (2) ◽  
pp. 95-117
Author(s):  
Sheila Tshegofatso Sefhedi ◽  
Margaret Funke Omidire ◽  
Liesel Ebersöhn ◽  
P. Karen Murphy
Keyword(s):  
Teacher Training ◽  
South African ◽  
Analytic Thinking ◽  
Rural South ◽  
Teacher Discourse ◽  
Qualitative Research Methodology ◽  
South African School ◽  
Training And Support ◽  
Pedagogical Principles

This article reports a case study in a rural South African school on promoting critical-analytic thinking through teacher discourse moves and pedagogical principles. The study investigated the use of teacher discourse moves and pedagogical principles as a component of the Quality Talk model. The Qualitative research methodology and a case study design that entailed the use of interviews, classroom observations and document analysis were used. Data was gathered from an English teacher and 52 Grade 8 students. The data was coded using Quality Talk model indicators and analysed thematically. The findings revealed evidence that teacher training and support in the use of a range of teacher discourse moves and pedagogical principles could enhance students’ development of critical-analytic thinking. It is therefore recommended that teacher training in the use of pedagogical approaches that enhance the development of critical-analytic thinking should be incorporated in professional development programmes.

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