The purpose of this study was to gain insight into a teacher’s experience in implementing the
asset-based approach to teach Life Orientation to a Grade 7 class. More specifically I
explored expected and unexpected benefits as well as challenges in relation to the
implementation of asset-based teaching. My working assumptions were that both teachers
and learners possess assets that may support teaching and learning and that the process of
asset-based teaching can support teachers to attend to a variety of needs in one classroom.
Nested within the wider positive psychology paradigm I relied on the asset-based approach as
theoretical framework. I conducted qualitative research following an instrumental case study
research design, applying participatory action research principles. Meta-theoretically I framed
the study within Interpretivism in order to obtain an in-depth understanding of the
phenomenon under investigation. One Grade 7 teacher was selected as participant through
purposeful sampling. A government primary school in Pretoria was selected conveniently. I
used semi-structured interviews, analysis of existing documents and artefacts, and
observation to collect data, that were documented in the form of verbatim transcripts,
photographs, field notes and a research journal. Following thematic data analysis three main
themes emerged related to the process of asset-based teaching, positive changes of assetbased
teaching, and challenges associated with asset-based teaching.
In identifying assets within the classroom (Theme 1), the teacher in this study became aware
of both the learners’ and her own assets that could be mobilised to support teaching and
learning. Assets identified within the different systems of the bio-ecological model and own
action plan were used to support the mobilisation of assets. Ownership and commitment
formed an essential part of the phase of managing assets. Positive changes that were
identified subsequent to implementing asset-based teaching (Theme 2) relate to increased confidence and self-knowledge of learners and the teacher, identification of assets,
enablement in the classroom, recognising the value of reflection in teaching, focusing away
from learners’ needs towards their assets and strengths, increased motivation and trust
amongst learners, a decrease in behaviour difficulties, and learners working more
independently. Challenges that were identified in implementing asset-based teaching (Theme
3) include an increased workload and responsibility in teaching, difficulty to focus away from
needs to strengths, lack of sustainability of positive changes, behaviour challenges, limited
understanding of asset-based terminology, difficulty to integrate asset-based teaching into the
curriculum of various learning areas, high teacher-learner ratios, socio-economic challenges,
the needs-based orientation of society, and limited support to learners from home.
Based on the findings of the study I conclude that asset-based teaching can be viewed as a
suitable alternative way of teaching, following the dynamic process of identifying, mobilising
and managing assets. In this manner, the diverse needs of learners may be addressed in one
classroom. In addition the study indicates that asset-based teaching may support adolescents
in dealing with developmental changes. # Additional information of the Appendices are kept on Level 3 Merensky Library. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Educational Psychology / Unrestricted
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:up/oai:repository.up.ac.za:2263/40451 |
| Date | January 2013 |
| Creators | Venter, Marie |
| Contributors | Loots, Mathilda Christina, mventer@gmail.com, Ferreira, Ronel |
| Publisher | University of Pretoria |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Mini Dissertation |
| Rights | © 2013 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
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