Investigating teacher learning from a university programme for Foundation Phase teachers

South African Journal of Childhood Education


 
 
Field Value
 
Title Investigating teacher learning from a university programme for Foundation Phase teachers
 
Creator Mukeredzi, Tabitha G. Bertram, Carol Christiansen, Iben
 
Subject Education; Teacher Development Foundation Phase; assimilation; accommodation; procedural teacher knowledge; practical teacher knowledge; conceptual teacher knowledge; learning barriers Foundation Phase Teacher Learning
Description Background: There is a growing focus in South Africa on teachers developing appropriate knowledge, skills and dispositions for teaching to support young learners’ development and learning. One such teacher development programme is the Advanced Certificate in Teaching for Foundation Phase teachers, offered by the University of KwaZulu-Natal (UKZN). This research sought to establish the learning of this sample of teachers as this was the first time the programme was offered at this level in South Africa and in UKZN. Aim: The study investigated the knowledge the teachers said they gained, how they acquired it and ways in which they said learning improved their classroom practices. Methods: This was a qualitative study. Data were generated from 26 participants through two rounds of focus group interviews in June 2013 and in November 2014. Data were analysed thematically using concepts of accommodation or assimilation, and practical or conceptual knowledge. Results: Respondents’ statements indicated development of a range of practical knowledge about planning and teaching strategies, and conceptual knowledge like child development, creative play, circle of courage and others. Teachers also reported ways in which their classroom practices had improved. However, both institution- and student-related learning barriers emerged during the first semester around programme demands and poor curriculum delivery. Conclusion: Respondents reported more about acquiring practical than conceptual knowledge and having improved practices in many ways. Participants also reported gaining conceptual knowledge around child development, circle of courage, and learning barriers. They acquired these kinds of knowledge through both assimilation and accommodation.
 
Publisher AOSIS
 
Contributor UKZN University Teaching and Learning Organisation (UTLO) paid for participants travelling expenses to attend interviews
Date 2018-06-07
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Focus group discission
Format text/html application/epub+zip application/xml application/pdf
Identifier 10.4102/sajce.v8i1.524
 
Source South African Journal of Childhood Education; Vol 8, No 1 (2018); 10 pages 2223-7682 2223-7674
 
Language eng
 
Relation https://sajce.co.za/index.php/sajce/article/view/524/701 https://sajce.co.za/index.php/sajce/article/view/524/700 https://sajce.co.za/index.php/sajce/article/view/524/702 https://sajce.co.za/index.php/sajce/article/view/524/696 https://sajce.co.za/index.php/sajce/article/downloadSuppFile/524/204
 
Coverage KwaZulu-Natal Post Apatheid 23 teachers; all women; 2 teaching in urban schools; 21 teaching in rural schools. 8 teaching Grade R; 2 teaching multi-grade classes; 8 teaching Grade 1; 4 teaching Grade 2; 1 teaching Grade 3.
Rights Copyright (c) 2018 Tabitha G. Mukeredzi, Carol - Bertram, Iben - Christiansen https://creativecommons.org/licenses/by/4.0