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

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.

Grantor

School of Education

Year dc:date.issued

2002

Author dc:creator

• Tungcheun, Heidi

Advisor dc:contributor.advisor

• Jacklin, Heather

• Philosophy of Education

Handle dc:identifier.uri

http://hdl.handle.net/11427/38364

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/38364