School culture and pedagogic practice : a case study of two schools

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dc.contributor.advisorJacklin, Heather
dc.contributor.authorTungcheun, Heidi
dc.date.accessioned2023-09-04T10:31:49Z
dc.date.available2023-09-04T10:31:49Z
dc.date.issued2002
dc.date.updated2023-09-04T10:31:19Z
dc.description.abstractThis study examines ways in which school culture shapes teacher's repertoires of pedagogic practices by regulating selection from wider individual and collective reservoirs. The study argues that school culture can be understood in terms of four mutually constitutive dimensions. These can be grouped into institutional structure (comprised of social structure and the structuring of time and space) and communication (comprised of meanings and values, and access to pedagogic knowledge). The study focuses on the ways in which each dimension of school culture, as well as the patterns of coherence which emerge across these dimensions, influence pedagogic practice.
dc.identifier.apacitationTungcheun, H. (2002). <i>School culture and pedagogic practice : a case study of two schools</i>. (). ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/38364en_ZA
dc.identifier.chicagocitationTungcheun, Heidi. <i>"School culture and pedagogic practice : a case study of two schools."</i> ., ,Faculty of Humanities ,School of Education, 2002. http://hdl.handle.net/11427/38364en_ZA
dc.identifier.citationTungcheun, H. 2002. School culture and pedagogic practice : a case study of two schools. . ,Faculty of Humanities ,School of Education. http://hdl.handle.net/11427/38364en_ZA
dc.identifier.ris TY - Master Thesis AU - Tungcheun, Heidi AB - This study examines ways in which school culture shapes teacher's repertoires of pedagogic practices by regulating selection from wider individual and collective reservoirs. The study argues that school culture can be understood in terms of four mutually constitutive dimensions. These can be grouped into institutional structure (comprised of social structure and the structuring of time and space) and communication (comprised of meanings and values, and access to pedagogic knowledge). The study focuses on the ways in which each dimension of school culture, as well as the patterns of coherence which emerge across these dimensions, influence pedagogic practice. DA - 2002_ DB - OpenUCT DP - University of Cape Town KW - Philosophy of Education LK - https://open.uct.ac.za PY - 2002 T1 - School culture and pedagogic practice : a case study of two schools TI - School culture and pedagogic practice : a case study of two schools UR - http://hdl.handle.net/11427/38364 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/38364
dc.identifier.vancouvercitationTungcheun H. School culture and pedagogic practice : a case study of two schools. []. ,Faculty of Humanities ,School of Education, 2002 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/38364en_ZA
dc.language.rfc3066eng
dc.publisher.departmentSchool of Education
dc.publisher.facultyFaculty of Humanities
dc.subjectPhilosophy of Education
dc.titleSchool culture and pedagogic practice : a case study of two schools
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationlevelMBibl
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