A researcher's experience in navigating the murky terrain of doing research in South Africa's transforming schools
SOURCE: Perspectives in Education
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2009
TITLE AUTHOR(S): B.D.Bantwini
KEYWORDS: PRIMARY EDUCATION, RESEARCH, SCHOOLS
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 5712
HANDLE: 20.500.11910/4985
URI: http://hdl.handle.net/20.500.11910/4985
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2009
TITLE AUTHOR(S): B.D.Bantwini
KEYWORDS: PRIMARY EDUCATION, RESEARCH, SCHOOLS
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 5712
HANDLE: 20.500.11910/4985
URI: http://hdl.handle.net/20.500.11910/4985
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This paper evolved from the author's perception of an unpleasant attitude shown by primary school teachers towards research in general and his inquiry in particular during a study conducted in selected schools in the Eastern Cape province, South Africa. Teachers' negative attitudes led to their refusal to participate was explored in interviews. The findings indicate that the teachers' refusal to participate was due to fears concerning the limitations of their knowledge about the issues investigated and their own misguided notions of research. In this paper the author discusses the implications for school research in the South African context. The author also propose strategies to improve teachers' understanding of research and encourage their co-operation in research projects in schools in future.-
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