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ERIC Number: EJ1015502
Record Type: Journal
Publication Date: 2013-Sep
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0258-2236
Unveiling the South African Official Primary Mathematics Teacher Pedagogic Identity
Pausigere, Peter; Graven, Mellony
Perspectives in Education, v31 n3 p19-33 Sep 2013
This article is theoretically informed by Bernstein's (2000) notion of pedagogic identity, supplemented by Tyler's (1999) elaboration of Bernstein's theory into an analytical framework that describes four possible identity positions relating to classification and framing properties. The article analyses key primary mathematics curriculum policy documents to investigate the official primary mathematics teacher identity as constructed by both previous and current South African education curricula. The article reveals that the first post-apartheid curriculum, Curriculum 2005 (C2005), projected a "therapeutic" primary mathematics teacher identity with symbolic pedagogical intentions. The recent South African curriculum policy changes to a common curriculum framework (Curriculum and Assessment Policy, CAPS) and universal primary learner tests (Annual National Assessments, ANA) construct and promote a "market" (Bernstein 2000) primary mathematics teacher identity. (Contains 1 figure and 2 endnotes.)
Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A