Abstract
Background: Since the beginning of the new democratic era of 1994 in South Africa, human rights and values concerns have been placed on the forefront of educational research to respond to the needs of the South Africa’s Constitution as well as the intentions of public school curricula. It is believed that qualified physical education teachers can address the fading of values and recession of morals in schools by promoting value-based education into their physical education lessons to provide a holistic approach to learning. Aim: This article aims to identify the values that pre-service teachers deem are important to be taught at school. Setting: The study was conducted in the Gauteng Province. Methods: A questionnaire was employed to collect quantitative data (close-ended questions) and qualitative data (open-ended questions) from all final year BEd physical education students ( n = 68). Results: Sixty-eight values were identified: respect ( n = 47), honesty/integrity ( n = 23) and courage/perseverance/determination ( n = 25) were ranked as the three values these teachers considered as important for inclusion in a physical education curriculum. Conclusion: These pre-service physical education teachers indicated that learners could learn core values and basic human rights in a conducive and safe learning environment by employing role-play, games and modelling as the main strategies to infuse values in their physical education lessons.
Highlights
Since the advent of industrialisation, a raised standard of living developed that resulted in the waning of values in most societies
The goal of this research was to examine the perceptions of pre-service physical education (PE) teachers regarding the values they considered important to be infused into a PE curriculum for secondary schools in South Africa
It was interesting to note that as PE pre-service teachers they did not consider sports, sports organisations or clubs (n = 6) to be as important as family, school and community for imparting values. This could be because teachers who were responsible for teaching were not specialists and did not clearly understand the educational value of physical education nor had the knowledge and skills to deliver quality PE programmes (Stidder 2015)
Summary
Since the advent of industrialisation, a raised standard of living developed that resulted in the waning of values in most societies. In South Africa, education developed from missionary, colonial and Eurocentric education that was mostly influenced by a western ideology (Roux 2009) This education system developed into four segregated school systems for black, mixed race, Indian and white people, supported by the institutionalisation of harsh apartheid policies from 1948 to 1994. More than 20 years into democracy, traces of injustice and various forms of discrimination remain evident (Dasoo & Henning 2012; Roux & Janse van Rensburg 2017) Against this background human rights violation and especially human rights education have become eminent (Simmonds & Du Preez 2017). Given this scenario, Spacey (2017) has argued that the explicit development and teaching of applicable and appropriate values have become an urgent need.
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