Using Community of Inquire to explore teachers’ responses to a reading-for-meaning course

Reading & Writing

Field Value
Title Using Community of Inquire to explore teachers’ responses to a reading-for-meaning course
Creator Condy, Janet L.
Subject education Community of Inquiry framework; comprehension strategies; critical thinking; online; qualitative; professional development
Description Background: Although one of the most significant educational goals is to teach learners to comprehend written texts, the Global Education Monitoring Report (UNESCO 2021) identified that many children and adolescents have not acquired the minimum proficiency in reading even at the end of their secondary school career. South African literacy rates have remained with approximately 78% of Grade 4 learners unable to answer basic literal questions.Objectives: To explore teachers’ responses to an 18 h online course on reading for meaning for Grade 4–7 teachers, using the Community of Inquire (CoI) framework.Method: An interpretive paradigm, using a qualitative approach and a case study design, was used for this 18 h online study which was conducted between February and March 2022. Ten teachers were purposively selected for this research article.Results: After inductively and deductively analysing the data collected from the post questionnaire survey and the online Telegram application comments, the teachers’ responses to the three CoI presences are presented.Conclusion: When reflecting on the conceptualisation of using the CoI framework, the social presence dominated. The teaching presence became important when the teachers reflected on their teaching experiences. The cognitive presence then interacted with both the teaching and social presences as the teachers began to be more aware of their own changes in how they taught.Contribution: The study found that using the CoI framework was appropriate for understanding the teachers responses to an online course for reading-for-meaning.
Publisher AOSIS Publishing
Contributor Janet Condy, NRF grant
Date 2023-04-12
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — qualitative approach, case study design, interpretivist paradigm
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/rw.v14i1.393
Source Reading & Writing; Vol 14, No 1 (2023); 9 pages 2308-1422 2079-8245
Language eng
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Coverage Western Cape 21st century 10 rural and urban teachers across South Africa
Rights Copyright (c) 2023 Janet L. Condy