This study explores how Lesotho primary school teachers understand and interpret problem-solving
(PS) and how they teach and support it. Observation schedules and semi-structured interviews were
used to collect data from classrooms, teachers and learners. The findings revealed that teachers have
considerable understanding of (PS) and value it but are not teaching it. Teachers attribute this to their
lack of knowledge, the difficult conditions in their schools, policy constraints (such as assessment) and their own habits and behaviours. However, the data also indicated that teachers, with support, can successfully design and teach appropriate lessons in their schools, raising issues about their knowledge, beliefs, identity and structures. / Theses (Ph.D.)-University of KwaZulu-Natal, Durban, 2005.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/3161 |
| Date | January 2005 |
| Creators | Moeletsi, M'aseapa Mookho Violet. |
| Contributors | Malcolm, Clifford Keith. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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