South African teachers' initiation into Values Education: Following the script

Nazreen Dasoo, Elizabeth Henning

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)


This article reports on a study of teachers' first encounter with an in-service development programme on Values Education. The authors describe how a two year professional development programme in Values and Human Rights education was designed and implemented with 144 teachers. The research conducted on these two aspects of the programme yielded findings that show how the teachers in two South Africa provinces (Mpumalanga and the Northern Cape) fashioned their practice to reflect their commitment to the programme and its curriculum. One finding was that they highlighted values for civic life more than values related to their profession. Interpreted from sociocultural theory, and specifically the notion of "internalization," the authors argue that the teachers performed for the benefits of the programme and its assessment, more than for critically inquiring into the role of values in their pedagogy.

Original languageEnglish
Pages (from-to)129-142
Number of pages14
JournalEducation as Change
Issue number1
Publication statusPublished - Jul 2012


  • Values Education
  • internalisation
  • sociocultural theory
  • teacher development

ASJC Scopus subject areas

  • Education


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