The aim of the study was to investigate and describe how the mother in the home school fulfils her role as a teacher for her child in the foundation phase. The literature review confirmed that mothers choose to home school their children for various reasons, and use different approaches in home schooling. The home school teacher as well as the home school learner have certain responsibilities to fulfil, which bring about certain challenges that they have to face. An evaluation of home schooling showed various concerns regarding these learners’ performance and development, especially scholastically and socially. Unstructured interviews were conducted with selected mothers to explore their perceptions of their role as a teacher, the degree of differentiation between their mother and teacher roles, and the execution of their roles. An analysis of the home school learners’ schoolbooks was done, focusing on the input and feedback of the mother teacher. The researcher’s observations and reflections were included in the analysis. Findings: · The mothers do not differentiate between their mother and teacher role. · Their teaching was influenced by their own experiences, their views on teaching and learning and their views on the roles they fulfil in the home school. · Each home school situation is unique and the mothers’ perceptions of the roles they fulfil and the execution thereof differ greatly and are influenced by the context in which the home schooling takes place. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

The aim of the study was to investigate the influence of discourses on homeschool educators’ and homeschool learners’ perceptions of homeschooling and the embodiment thereof in their homeschool practices. The literature confirms the importance of an in-depth investigation to study homeschool educators’ and homeschool learners’ experiences, values, norms, perceptions and discourses with regard to teaching and learning as well as the outcomes set by the homeschool educators. The various systems that the homeschool educators and homeschool learners participate in influence one another. Only when the unique context with its underpinning viewpoints, values, perceptions and discourses is understood will it be possible to see whether the outcomes set by the homeschool educator(s) have been attained. Knowledge in this regard can contribute to an increased understanding of the unique and complex homeschool context and the implications for teaching and learning as well as policy development regarding homeschooling. The unique nature of each homeschool practice emphasizes the importance of an in-depth study regarding the context, which can be seen as a form of subculture, which should be investigated closely in order to gain a deeper and richer understanding of this form of education. The discourses that the homeschool educators and homeschool learners subscribe to are part of this subjective frame. Understanding the discourses can contribute to a better understanding which will enable professionals to provide adequate support to homeschools in a well grounded and responsible manner. A multiple case-study of four homeschools was conducted, each involving the educators, fathers and learners in unstructured interviews and responses on a single projection plate, and including three observation sessions of day-to-day homeschooling activities. The aim of the interviews was to learn about the homeschools from the participants’ perspective. The projection plate was administered to tap into the participants’ personal meanings, thus enhancing the truth value of the research. The observation sessions were intended to yield insight into participants’ behaviour. Finally, a reflective interview was conducted with the homeschool educator for clarification and verification of specific matters. The data analysis entailed a selective discourse analysis of the interview data to the model of discursive psychology, identifying the participants’ primary and secondary discourses, and analysing and discussing a selection of their discursive statements. The projection plates were interpreted and compared to the interview data. The observation data were reviewed to examine the homeschool educators’ and homeschool learners’ behaviours and establish the degree of congruency among their interviews, projections and behaviours. Results and findings were interpreted within the framework provided by the bio-ecological model of Bronfenbrenner. Findings: The discourses that the homeschool educators subscribe to originate from the macrosystemic level and directly influence their perceptions and practices in homeschooling. Therefore, each homeschool is unique; each homeschool practice and many of the perceptions can only be understood and explained through closer investigation of the discourses subscribed to in the microsystem of the family. The discourses form the context of the homeschool and homeschool practices are embedded in this context. The reasons for homeschooling and all aspects that form part of the day-to-day functioning of the homeschool are driven by the discourses. / Thesis (PhD)--University of Pretoria, 2010. / Educational Psychology / unrestricted