Teachers as change agents: Teaching English First Additional Language in schools in Gauteng

Reading & Writing

Field Value
Title Teachers as change agents: Teaching English First Additional Language in schools in Gauteng
Creator Venketsamy, Roy Hu, Zjing
Subject Education agents of change; teachers; Foundation Phase; English First Additional Language; EFAL
Description Background: Teachers are responsible for curriculum implementation and transformation. Therefore, they are viewed as the primary agents of change in teaching and learning. As agents of change, they are responsible for being innovative and creative in their teaching and learning in their English First Additional Language (EFAL) class.Objectives: The study aimed to explore South African teachers as agents of change in teaching EFAL in their Grade 3 classes.Method: This study adopted a qualitative research approach with an interpretivist paradigm. The researcher wanted to explore teachers’ lived experience as agents of change in the Foundation Phase class. A case study design with purposive sampling was used.Results: The findings revealed that teachers understood their roles and responsibilities as change agents in their classrooms. They agreed they were responsible for implementing the curriculum to improve basic literacy skills among EFAL learners.Conclusion: The study found that teachers, as agents of change, needed support in continuous professional development to implement the curriculum. They also highlighted the need for help from their school management teams.Contribution: This study contributes to a deeper understanding of the role of the EFAL teacher. They are no longer mediators of learning but agents of change in teaching, learning and curriculum adaptation. Their roles go beyond imparting knowledge to learners. They are developers and mediators of critical thinking, decision-making, communication, use of technology and relationship-building skills.
Publisher AOSIS Publishing
Contributor University of Pretoria
Date 2024-03-29
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Interview
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/rw.v15i1.431
Source Reading & Writing; Vol 15, No 1 (2024); 9 pages 2308-1422 2079-8245
Language eng
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:

https://rw.org.za/index.php/rw/article/view/431/994 https://rw.org.za/index.php/rw/article/view/431/1021 https://rw.org.za/index.php/rw/article/view/431/1022 https://rw.org.za/index.php/rw/article/view/431/1023
Coverage — — Females teachers
Rights Copyright (c) 2024 Roy Venketsamy, Zjing Hu https://creativecommons.org/licenses/by/4.0