Exploring and understanding rural teachers' conceptions of learning and teaching in schools of Acornhoelk district, Mpumalanga Province

Abstract

There is a dearth of research that explores teachers' conceptions of learning and teaching in South Africa, especially in rural schools. We argue that although educational researchers are slowly showing interest in researching the dynamics and multifaceted nature of teaching and learning in rural schools, there are no studies that have focused on understanding rural teachers' conceptions of learning and teaching. This article will contribute to this research gap in the field and add the place-based knowledge. The study used qualitative phenomenological methodology, and collected audio-recorded individual semi-structured interviews with six teachers in grades 10 and 11 and three grade 7 teachers. Each participant's responses were analysed to identify and make sense of the conceptions, experiences, and reasons in detail, resulting in the recognition of significant statements. Findings showed a correlation between teachers' conceptions of learning and teaching. Conceptions of learning as rote memorisation correlated with conceptions of teaching as telling and spoon-feeding, while conceptions of learning as internalising information, restructuring it for meaning making and eventually understanding, correlated with teaching as unlocking the mind and transforming learners.