Teacher’s Pedagogical Strategies in Under-Resourced Rural Schools in South Africa

Abstract

The persistent and severe under-resourcing of rural public schools is one of the challenges that the South African educational system is faced with. Extensive research has conclusively demonstrated that adequate resources are one of the essential elements that augment quality teaching. However, rural schools are faced with disparities due to a lack of resources that negatively shape teaching and learning. This study explored teachers’ pedagogical strategies in rural schools with limited resources and how they teach to ensure that teaching and learning occur under such dire circumstances. The study was based on an interpretive paradigm, using a qualitative approach with a case study research design. The data was collected through semi-structured interviews with 14 teachers in two schools purposively selected as participants. The study’s findings showed that teachers in under-resourced rural schools use various pedagogical strategies such as background-based knowledge teaching and cooperative learning to ensure effective classroom instruction and learning. The study concluded that the various pedagogical strategies of teachers in rural under-resourced schools assist in mitigating the challenges of under-resourcing. Thus, approaches directly focused on supporting rural schoolteachers such as customised teacher professional development and establishing a sustainable funding model for rural school developments should be established to improve instruction and learning standards in rural schools.

Keywords

• pedagogical strategies
• rural schools
• under-resourced schools