What do we know about teaching and learning in South African primary schools?

Abstract

This article reports the findings of a review of classroom-based studies in order to discern what the existing knowledge base around teaching and learning is in South African primary schools. Educational research on classrooms has been criticised on a number of grounds, including the fact that it is generally small-scale, qualitative and that it lacks methodological rigour. Although these criticisms would appear to be valid, and there certainly are methodological limitations to the majority of these studies, this article highlights two strengths of the literature when viewed cumulatively. The first is that there is a remarkable consistency across studies regarding what is going on (and generally going wrong) in classrooms. The second is that the research has recently begun to identify very specific features or dimensions of classroom practice, which appear to affect student learning. In other words, the research has moved a long way from broad characterisations, such as ‘learner-centred’ and ‘teacher-centred’, to produce interesting insights on particular aspects of classroom life. In this way, a comprehensive picture of classroom life emerges. The article also points out some of the limitations to existing knowledge and suggests plausible directions suggested by the literature – including attention to appropriate research methodologies and a focus on educational knowledge.

Keywords:

• Pedagogy
• classrooms
• primary schools
• classroom research methodology