@Article{wjcor499,
AUTHOR = {Mdhlalose, Dickson and Fakude, Zandile and Ramaphakela, John},
TITLE = {An Analysis of the South African History of the Culture of Teaching and Learning},
JOURNAL = {World Journal of Cancer and Oncology Research},
VOLUME = {2},
YEAR = {2022},
NUMBER = {6},
PAGES = {289-300},
URL = {https://www.scipublications.com/journal/index.php/OJER/article/view/499},
ISSN = {2836-3981},
DOI = {10.31586/ojer.2022.499},
ABSTRACT = {Purpose: The aim of this study is to the analysis of the South African history of the culture of teaching and learning. This study was driven by the desire for effective teaching and learning within the South African context. Design / Method / Approach: The information in this research came from outside sources (secondary sources). Journal articles (after peer review), dissertations (both published and unpublished), internet sources, and textbooks were used as informational resources. Findings: Teachers believe they have no say in the development of the educational system but are expected to execute its policies and procedures. Fear of change can lead to inappropriate behaviour. For a country to have globally competent citizens it needs to review its curriculum. South Africa has undergone a substantial educational change since the mid-1990s, but its efforts to implement new curricula have been problematic. After the dawn of democracy, concerns were raised about the decline of a positive culture of teaching and learning, especially in disadvantaged township schools. Theoretical implications: there is a lack of theory on an analysis of the South African history of the culture of teaching and learning. Thus, this study seeks to expand the theory. Practical implications: Findings from this research will advance the science behind the culture of teaching and learning in South Africa. Originality / Value: This research will shed light on the development of South Africa's teaching and learning culture, provide suggestions gleaned from its findings, and point the way toward other avenues of inquiry. Research Limitation & Implications: This research was constrained by the quantity and quality of published secondary sources at the time of writing.},
}

%0 Journal Article
%A Mdhlalose, Dickson
%A Fakude, Zandile
%A Ramaphakela, John
%D 2022
%J World Journal of Cancer and Oncology Research

%@ 2836-3981
%V 2
%N 6
%P 289-300

%T An Analysis of the South African History of the Culture of Teaching and Learning
%M doi:10.31586/ojer.2022.499
%U https://www.scipublications.com/journal/index.php/OJER/article/view/499

TY  - JOUR
AU  - Mdhlalose, Dickson
AU  - Fakude, Zandile
AU  - Ramaphakela, John
TI  - An Analysis of the South African History of the Culture of Teaching and Learning
T2  - World Journal of Cancer and Oncology Research
PY  - 2022
VL  - 2
IS  - 6
SN  - 2836-3981
SP  - 289
EP  - 300
UR  - https://www.scipublications.com/journal/index.php/OJER/article/view/499
AB  - Purpose: The aim of this study is to the analysis of the South African history of the culture of teaching and learning. This study was driven by the desire for effective teaching and learning within the South African context. Design / Method / Approach: The information in this research came from outside sources (secondary sources). Journal articles (after peer review), dissertations (both published and unpublished), internet sources, and textbooks were used as informational resources. Findings: Teachers believe they have no say in the development of the educational system but are expected to execute its policies and procedures. Fear of change can lead to inappropriate behaviour. For a country to have globally competent citizens it needs to review its curriculum. South Africa has undergone a substantial educational change since the mid-1990s, but its efforts to implement new curricula have been problematic. After the dawn of democracy, concerns were raised about the decline of a positive culture of teaching and learning, especially in disadvantaged township schools. Theoretical implications: there is a lack of theory on an analysis of the South African history of the culture of teaching and learning. Thus, this study seeks to expand the theory. Practical implications: Findings from this research will advance the science behind the culture of teaching and learning in South Africa. Originality / Value: This research will shed light on the development of South Africa's teaching and learning culture, provide suggestions gleaned from its findings, and point the way toward other avenues of inquiry. Research Limitation & Implications: This research was constrained by the quantity and quality of published secondary sources at the time of writing.
DO  - An Analysis of the South African History of the Culture of Teaching and Learning
TI  - 10.31586/ojer.2022.499
ER  -