3.6.1 Selection of the participants
In a qualitative study, a sample must be selected from those who possess special experience and competence that provide insights for understanding and discovery (Merriam, 1998). In selecting participants, the researcher selected cases where more information about learners’ socio-cultural background could be learnt. Hence using Patton’s (2002) notion of purposeful sampling, three Grade 9 NS teachers each from three different township schools were selected for this study. Purposive sampling refers to the intentional seeking or selecting of individuals or situations where the researcher is likely to make a discovery, yield a greater understanding and gain insight of the phenomenon of interest (Creswell, 2002; Krathwohl, 1998). The logic and power of this type of purposive sampling lay in selecting information-rich cases for in-depth study, yielding insights and in-depth understanding rather than empirical generalisations. This enables the researcher to generate meaningful and relevant data that answers the research questions (Patton, 2002). The three NS teachers had each taught Grade 9 in the same school for at least three continuous years in which they had an opportunity to interact and familiarise themselves with the community. Therefore the researcher considered them to be knowledgeable about their communities. The teachers had a wide range of teaching experience (4–33 years) and age (26–58 years). They came from different ethnic and religious backgrounds but could speak some of the learners’ home languages. In addition, the teachers had attended an in-service professional or content-related training on how to implement the amended NCS Grades R– 12: CAPS for NS, which in one of its aims, seeks to ensure that learners acquire and apply knowledge and skills in ways that are meaningful to their own lives (DBE, 2011). The criterion for choosing teachers who had undergone in-service training is important because this is in line with the social constructivist view of the role of a teacher as a lifelong learner (Kellner, 2002; Darling-Hammond, 1998). In addition, teachers were conveniently selected from schools that were accessible in terms of travelling distance by the researcher. Most importantly, in the township environment there were learners from diverse background which formed a rich context to explore the role of CK in influencing PCK of teachers. It is important to note that the researcher had no previous association with these teachers before
the study. Instead, help from the DBE District personnel was sought to identify teachers with the above criteria as the subject specialist is involved in the in-service training program and keeps records of teachers’ profiles.
The table below presents background information about the teachers. For confidentiality purposes, all the teachers were given pseudonyms of their own choice.
Table 3.1: Teacher profiles
Teachers’ Names Thuli Peter Nhlamulo
Gender Female Male Male
Age 26 43 58
Ethnic Group Sipedi Zulu Tsonga
Religion Christianity: Jehovah’s
Witness
Christianity Christianity
Qualification B.Ed. (Intermediate and senior phase) Higher Diploma in Education Diploma in Education Diploma in computer technology
Area of specialisation Natural Sciences & Physical Sciences
Zoology, Botany & Chemistry
Life Sciences
Teaching experience 4 years 13 years 33 years
Current teaching responsibilities
3 Grade 9 NS classes 3 Grade 11 Physical Sciences classes
7 Grade 9 NS classes 2 Grade 8 NS classes 5 Grade 9 NS classes
Average class size 42 45 50
Other responsibilities NS CAPS facilitator Member of: LTMS committee Examination committee Head of Science Department IT coordinator Nutrition Programme coordinator
Table 3.1 shows that the three science teachers (Thuli, Peter and Nhlamulo) were of different ethnic backgrounds and had different home languages, professional qualifications and a wide range of teaching experience and age. In addition to their load of science
teaching, all the teachers held other responsibilities in their schools. The unit of analysis in this study was exploration of the role of CK in the PCK of Grade 9 NS township teachers.
3.6.2 Research settings
The three selected schools are located in a township south-west of Johannesburg and are within a radius of approximately five kilometres from each other. Therefore, the schools are located in almost the same community and generally enroll learners from township and informal settlements, which are poor. The schools were all non-fee paying schools and hence depended on government support in terms of resources. The schools also ran nutrition programmes in conjunction with the DBE to cater for the learners who could not afford decent meals at home. Some of the learners walked a distance of about two to six kilometres to their schools. The schools, however, differ from each other in terms of the ethnic groups of learners they enrol as assigned by the DBE. In addition, one school is exceptional in that it is better resourced than others in terms of laboratory equipment and chemicals because it is a Dinaledi School. The Dinaledi Project is an initiative formed in 2001 by the South African DOE and the business sector aimed at raising the participation and performance by historically disadvantaged learners in National Senior Certificate (Grade 12) Mathematics and Physical Sciences (National Business Initiative & DOE, 2009). The initiative aims at promoting excellence in mathematics and science teaching and learning in South Africa through the support of the business sector.
Figure 3.1 shows one of the informal settlements where some of the learners in the study live.
Figure 3.1: An informal settlement where some learners live
In the current study, it is important to discuss the nature of the schools and communities in which the study took place. This is because the influence of schools and communities is difficult to separate as there is often an overlap between the school’s socio-economic profile and that of the community where the learners reside (Masondo, 2013). The researcher established a good rapport with the three NS teachers, heads of departments and principals of these schools before and during the process of data collection which according to Gay (2004) is a way of building trust and maintaining confidentiality between participants and researcher. Table 3.2 below is a summary of the schools’ profiles.
Table 3.2: Summary of research settings
Thuli’ School Peter’s School Nhlamulo’s School
Enrolment 1360 1287 1098
No. of Science teachers 8 6 8 Learners’ home languages offered by schools
IsiZulu, IsiXhosa & Sesotho
IsiXhosa, Sipedi and Sesotho
Setswana, IsiZulu & Sesotho
Table 3.2 shows that learners’ home languages, such as Sesotho, are taught in all the three schools whereas IsiZulu and IsiXhosa are common in two schools and Setswana and Sipedi are taught in one school each. This is an indication of the demographic nature of the population in the communities around the schools.
3.6.3 Position of the researcher
In this study, the researcher is attentive to how she positions herself as both a researcher (researcher-as-instrument) and as a science teacher. In a way this provided an advantage as Kerl (2002) noted that it would be difficult for anyone to know and understand the truth and reality outside their worldview since meanings are embedded within one’s experiences. The logic lies in that the human capacities necessary to participate in social life are the same capacities required by qualitative researchers to make sense of the actions, intentions and understanding of those being studied (Bogdan & Biklen, 1992). The researcher acknowledges the potential difficulties associated with conducting research into teachers’ practice where she was closely involved in providing professional development and support to those teachers as explained later in section 3.7.1. However, the objectivity of the researcher, particularly, in making judgments was not compromised much as the teachers were deeply involved in validating the accuracy of the data and findings throughout the study in a process called member checking and peer debriefing (Guba & Lincoln, 1989). The details are explained later in section 3.9.