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Fourth year black male student teachers' conceptualisation of the in loco parentis prinicple at the University of Technology

Published Article / This research study explores how black male student teachers in their final fourth year programme at the University of Technology conceptualise the 'in loco parentis' aspect of their professional moulding. Male student teachers in their final fourth year studies are placed for a period of six months at various schools, as part of their professional preparation. Based on this phenomenon it has become important to explore how they perceive their position as male teachers in preparation against the delegated position invested in them by common law, as well as legal positive law. The researcher used the Critical Emancipatory Research (CER) approach as a transformative and liberatory mechanism to move away from the problems that are associated with being a male teacher and the abuse of power directed at learners in their care. A critical discourse analysis (CDA) was used to analyse the narratives of ten black male student teachers through in-depth interviews that were audio-taped. The ten male student teachers were based in different secondary schools in the Lejweleputswa district.

Identiferoai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cut/oai:ir.cut.ac.za:11462/321
Date January 2013
CreatorsSegalo, L
ContributorsCentral University of Technology Free State Bloemfontein
PublisherInterim : Interdisciplinary Journal, Vol 13, Issue 4: Central University of Technology Free State Bloemfontein
Source SetsSouth African National ETD Portal
Languageen_US
Detected LanguageEnglish
TypeArticle
Format85 660 bytes, 1 file, Application/PDF
RightsCentral University of Technology Free State Bloemfontein
RelationInterim : Interdisciplinary Journal;Vol 12, Issue 4

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