Pub Date : 2022-07-28DOI: 10.4102/sajce.v12i1.1195
Lerato B. Ndabezitha
Background: Teachers teach mathematics by focusing on procedural knowledge (what steps to follow when doing mathematics) and pay scant attention to the conceptual understanding that underlies these procedures such as double-digit addition or subtraction and overall additive and multiplicative relations. They teach concepts in a haphazard way instead of looking at them from a convergent perspective of concepts that a child builds, one after the other.Aim: This study explores what Grade R teachers know about young children’s specific developmental numerical cognition and if they infuse their understanding of number concept development in their pedagogy.Setting: Samples of 15 female Grade R teachers were purposefully selected from five schools in what was previously a racially segregated living area in South Africa.Methods: This research design is a descriptive case study. Data were collected using semi-structured interviews and observation notes documented during workshops and when the teachers implemented their learnings in their classrooms.Results: The main finding was that although teachers could reflect on the model of number concept development they had learned, they found it hard to infuse their knowledge into a strictly structured curriculum.Conclusion: Despite the Meerkat Maths programme offered to the teachers, they could not rely on their intuitive pedagogy, coupled with the model of number concept development that they had learned because of the strict demands of the school curriculum content with which they had to comply.
{"title":"Children’s development of an understanding of number: A model for Grade R teachers","authors":"Lerato B. Ndabezitha","doi":"10.4102/sajce.v12i1.1195","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1195","url":null,"abstract":"Background: Teachers teach mathematics by focusing on procedural knowledge (what steps to follow when doing mathematics) and pay scant attention to the conceptual understanding that underlies these procedures such as double-digit addition or subtraction and overall additive and multiplicative relations. They teach concepts in a haphazard way instead of looking at them from a convergent perspective of concepts that a child builds, one after the other.Aim: This study explores what Grade R teachers know about young children’s specific developmental numerical cognition and if they infuse their understanding of number concept development in their pedagogy.Setting: Samples of 15 female Grade R teachers were purposefully selected from five schools in what was previously a racially segregated living area in South Africa.Methods: This research design is a descriptive case study. Data were collected using semi-structured interviews and observation notes documented during workshops and when the teachers implemented their learnings in their classrooms.Results: The main finding was that although teachers could reflect on the model of number concept development they had learned, they found it hard to infuse their knowledge into a strictly structured curriculum.Conclusion: Despite the Meerkat Maths programme offered to the teachers, they could not rely on their intuitive pedagogy, coupled with the model of number concept development that they had learned because of the strict demands of the school curriculum content with which they had to comply.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48804797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-22DOI: 10.4102/sajce.v12i1.1107
Faith Karimupfumbi, V. Dwarika
Background: Education White Paper 6 (EWP6) and screening, identification, assessment and support (SIAS) promote inclusive education for all learners, including those who present with learning difficulties and are vulnerable to exclusion. The article reports on the experiences of teachers using the SIAS strategy to support learners who present with characteristics of dyslexia at a primary school in Gauteng.Aim: The study sought to explore the experiences of teachers using the SIAS tool to support learners who present with characteristics of dyslexia at a primary school in Gauteng, South Africa.Setting: Three foundation, four intermediate, and two learning support educators participated in the study. The full service primary school has learners with mild learning difficulties.Method: Three foundation, four intermediate, and two learning support educators participated in the study. The full service primary school has learners with mild learning difficulties.Results: Teachers experienced limited success in the implementation of the SIAS tool requiring further professional development.Conclusion: The need for teacher training in the use of effective support strategies to assist learners who present with characteristics of dyslexia, is advocated for Teacher development for the effective implementation of the SIAS tool is recommended.
{"title":"Teachers’ experiences of using the screening, identification, assessment and support strategy to support learners who present with characteristics of dyslexia","authors":"Faith Karimupfumbi, V. Dwarika","doi":"10.4102/sajce.v12i1.1107","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1107","url":null,"abstract":"Background: Education White Paper 6 (EWP6) and screening, identification, assessment and support (SIAS) promote inclusive education for all learners, including those who present with learning difficulties and are vulnerable to exclusion. The article reports on the experiences of teachers using the SIAS strategy to support learners who present with characteristics of dyslexia at a primary school in Gauteng.Aim: The study sought to explore the experiences of teachers using the SIAS tool to support learners who present with characteristics of dyslexia at a primary school in Gauteng, South Africa.Setting: Three foundation, four intermediate, and two learning support educators participated in the study. The full service primary school has learners with mild learning difficulties.Method: Three foundation, four intermediate, and two learning support educators participated in the study. The full service primary school has learners with mild learning difficulties.Results: Teachers experienced limited success in the implementation of the SIAS tool requiring further professional development.Conclusion: The need for teacher training in the use of effective support strategies to assist learners who present with characteristics of dyslexia, is advocated for Teacher development for the effective implementation of the SIAS tool is recommended.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45599316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The aim of the study is to investigate teachers’ perceptions about peer collaborative work in designing lessons as a team helped them to identify threshold concepts in the teaching and learning of foundation phase mathematics in Motheo District of Education.Methods: A qualitative approach, with a case study design, was used to combine data from observation and focus group discussions, interviews and group task sheets.Classroom observation was conducted during a workshop conducted by a subject advisor from the Motheo District of Education in collaboration with the researcher. Teachers were purposively selected from seven schools in the Motheo District of Education based on cluster sampling as a way of reviving their professional development through acquisition of mathematical teaching skills involving innovative approaches to teaching and learning of early childhood mathematics. Seven mathematics teachers, one from each school, were interviewed during the workshop.Results: Underpinned by a collaborative theory, the findings of the study revealed that peer collaboration in mathematics teaching was key to helping them (participant teachers) identify threshold concepts in mathematics that they had initially found difficult as individual teachers. This assisted them in teaching the subject effectively at the foundation phase level. The study, furthermore, established that collaboration by mathematics teachers was necessary in order to overcome the paucity of global mathematics teaching skills for early childhood mathematics, to foster learners’ knowledge of mathematical concepts and to stimulate their interest in the subject.Conclusion: It is recommended that more structured collaborative work amongst teachers in general should be encouraged to enable teachers overcome the problem of content gap in their area of specialisation.
{"title":"Teachers’ perceptions about collaboration as a strategy to address key concepts in mathematics","authors":"S. A. Tachie","doi":"10.4102/sajce.v12i1.952","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.952","url":null,"abstract":"Background: The aim of the study is to investigate teachers’ perceptions about peer collaborative work in designing lessons as a team helped them to identify threshold concepts in the teaching and learning of foundation phase mathematics in Motheo District of Education.Methods: A qualitative approach, with a case study design, was used to combine data from observation and focus group discussions, interviews and group task sheets.Classroom observation was conducted during a workshop conducted by a subject advisor from the Motheo District of Education in collaboration with the researcher. Teachers were purposively selected from seven schools in the Motheo District of Education based on cluster sampling as a way of reviving their professional development through acquisition of mathematical teaching skills involving innovative approaches to teaching and learning of early childhood mathematics. Seven mathematics teachers, one from each school, were interviewed during the workshop.Results: Underpinned by a collaborative theory, the findings of the study revealed that peer collaboration in mathematics teaching was key to helping them (participant teachers) identify threshold concepts in mathematics that they had initially found difficult as individual teachers. This assisted them in teaching the subject effectively at the foundation phase level. The study, furthermore, established that collaboration by mathematics teachers was necessary in order to overcome the paucity of global mathematics teaching skills for early childhood mathematics, to foster learners’ knowledge of mathematical concepts and to stimulate their interest in the subject.Conclusion: It is recommended that more structured collaborative work amongst teachers in general should be encouraged to enable teachers overcome the problem of content gap in their area of specialisation.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70319202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Martin C. Ekeh, R. Venketsamy, N. S. Thuketana, I. Joubert
{"title":"Play-based pedagogy for oral communication in early grade and preschool classrooms","authors":"Martin C. Ekeh, R. Venketsamy, N. S. Thuketana, I. Joubert","doi":"10.4102/sajce.v12i1.981","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.981","url":null,"abstract":"","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46946637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-20DOI: 10.4102/sajce.v12i1.1055
Amiena Bayat, Siphe Madyibi
Background: Successful interventions targeting families can only occur through informed research findings. It is important that policymakers understand the unique household dynamics that low-income households face and the kinds of assistance they need to foster early learning and development at home. Aim: To investigate the extent of parental involvement in the early learning of preschoolers in Philippi and the role of the home environment in promoting or hindering early learning and development. Setting: This study was conducted in Philippi, one of the biggest poor urban settlements in the city of Cape Town, South Africa. Methods: The researcher visited 20 early childhood development (ECD) facilities and 40 caregivers in Philippi. Face-to-face interviews were conducted with the ECD principals, practitioners and caregivers. Results: The analysis of the results of the study revealed that, for the most part, preschoolers in Philippi live in household environments that do not encourage or support early learning and development. Moreover, parental involvement in such preschoolers is limited by the parents’ unwillingness or inability to take up opportunities for involvement in the facility and to regularly engage in stimulation activities at home. Conclusion: Given their low-income, low-educational status and general lack, parents need a clearer framework on how to become involved and how to provide a conducive household learning environment to preschoolers.
{"title":"The home environment and parental involvement of preschoolers in Philippi, a low-income area: Do they hinder or support early learning?","authors":"Amiena Bayat, Siphe Madyibi","doi":"10.4102/sajce.v12i1.1055","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1055","url":null,"abstract":"Background: Successful interventions targeting families can only occur through informed research findings. It is important that policymakers understand the unique household dynamics that low-income households face and the kinds of assistance they need to foster early learning and development at home. Aim: To investigate the extent of parental involvement in the early learning of preschoolers in Philippi and the role of the home environment in promoting or hindering early learning and development. Setting: This study was conducted in Philippi, one of the biggest poor urban settlements in the city of Cape Town, South Africa. Methods: The researcher visited 20 early childhood development (ECD) facilities and 40 caregivers in Philippi. Face-to-face interviews were conducted with the ECD principals, practitioners and caregivers. Results: The analysis of the results of the study revealed that, for the most part, preschoolers in Philippi live in household environments that do not encourage or support early learning and development. Moreover, parental involvement in such preschoolers is limited by the parents’ unwillingness or inability to take up opportunities for involvement in the facility and to regularly engage in stimulation activities at home. Conclusion: Given their low-income, low-educational status and general lack, parents need a clearer framework on how to become involved and how to provide a conducive household learning environment to preschoolers.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42972687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.4102/sajce.v12i1.1133
Prosper Lunga, S. Esterhuizen, M. Koen
Background: Children's holistic development includes physical, cognitive, socio-emotional, moral and affective development and lies in early childhood development education (ECDE). According to research, children learn through different age-appropriate teaching and learning pedagogies. Therefore, the importance of implementing a play-based methodology in the early years. This study was underpinned by the theory of play as a spiral of learning.Aim: This study aimed to demonstrate how a play-based pedagogy could be utilised to enhance holistic development in young children.Setting: Three ECD centres in Gauteng, South Africa participated in the Thutopapadi (play-based learning) research. The action learning set (ALS) consisted of one Grade R teacher and two practitioners; the Grade R facilitator and three North-West University researchers.Methods: We employed a qualitative approach within the participatory action learning and action research (PALAR) design to interrogate the extent to which a play-based pedagogy could be useful in enhancing the holistic development of young children. Transcriptions of meetings held by the ALS and photovoice were used to generate data. The participants reflected on and communicated about themes discussed during the ALS. We used the principles of thematic content analysis to analyse the generated data.Results: The results of this study proposed that to support holistic development in young children, practitioners and parents should maximise the use of a play-based methodology in both social and learning environments.Conclusion: Follow-ups should be made to ensure that the pedagogy that is being used in early childhood development education centres corresponds with the needs for the development of young children.
{"title":"Play-based pedagogy: An approach to advance young children’s holistic development","authors":"Prosper Lunga, S. Esterhuizen, M. Koen","doi":"10.4102/sajce.v12i1.1133","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1133","url":null,"abstract":"Background: Children's holistic development includes physical, cognitive, socio-emotional, moral and affective development and lies in early childhood development education (ECDE). According to research, children learn through different age-appropriate teaching and learning pedagogies. Therefore, the importance of implementing a play-based methodology in the early years. This study was underpinned by the theory of play as a spiral of learning.Aim: This study aimed to demonstrate how a play-based pedagogy could be utilised to enhance holistic development in young children.Setting: Three ECD centres in Gauteng, South Africa participated in the Thutopapadi (play-based learning) research. The action learning set (ALS) consisted of one Grade R teacher and two practitioners; the Grade R facilitator and three North-West University researchers.Methods: We employed a qualitative approach within the participatory action learning and action research (PALAR) design to interrogate the extent to which a play-based pedagogy could be useful in enhancing the holistic development of young children. Transcriptions of meetings held by the ALS and photovoice were used to generate data. The participants reflected on and communicated about themes discussed during the ALS. We used the principles of thematic content analysis to analyse the generated data.Results: The results of this study proposed that to support holistic development in young children, practitioners and parents should maximise the use of a play-based methodology in both social and learning environments.Conclusion: Follow-ups should be made to ensure that the pedagogy that is being used in early childhood development education centres corresponds with the needs for the development of young children.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44999970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-25DOI: 10.4102/sajce.v12i1.1004
Manjinder Kaur, A. Kauts
{"title":"The status of physical infrastructure and basic facilities in Anganwadi centres in four districts of Punjab","authors":"Manjinder Kaur, A. Kauts","doi":"10.4102/sajce.v12i1.1004","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1004","url":null,"abstract":"","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46802736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-25DOI: 10.4102/sajce.v12i1.1024
N. Motsa, P. Morojele
teachers could tailor their pedagogical practices to meet individual learners’ educational needs.
教师可以调整他们的教学实践，以满足个别学习者的教育需求。
{"title":"Grandparents raising their grandchildren: Implications for the vulnerable children of Eswatini","authors":"N. Motsa, P. Morojele","doi":"10.4102/sajce.v12i1.1024","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1024","url":null,"abstract":"teachers could tailor their pedagogical practices to meet individual learners’ educational needs.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48760777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-25DOI: 10.4102/sajce.v12i1.1167
Pam P. Zulu, A. Aina, K. Bipath
Background: The education and training experiences of Early Childhood Care and Education (ECCE) practitioners reflect gaps and inequalities in South Africa’s educational system. Most South African ECCE centre practitioners do not have the appropriate qualifications to provide quality education to young learners.Aim: The study aimed to explore how the education and training experiences of ECCE practitioners impact their professional identity in urban and rural settings in KwaZulu-Natal province and to develop a model that would enhance the education and training of ECCE practitioners.Setting: Ten participants were selected for this study: one centre head and four practitioners from a rural setting, and one centre head and four practitioners from an urban area.Methods: Wenger’s social theory of learning was used to obtain an in-depth understanding of ECCE practitioners’ education and training experiences and how they function as professional workers. An interpretative, qualitative case study was adopted. Data was collected through focus group semi-structured interviews and non-participants’ observation and then analysed thematically.Results: The findings revealed that practitioners in rural settings had to contend with unfair working conditions daily, working all day in challenging circumstances whilst earning low incomes. Urban practitioners worked reasonable hours and received living wages, although they also experienced challenges such as a lack of parental involvement, lack of transport for children and high rates of absenteeism.Conclusion: Inequalities between rural and urban practitioners existed concerning resources, salaries, working conditions and further study and professional growth opportunities. Ensuring that practitioners attain proper Early Childhood Care (ECC) qualifications will raise the profession’s esteem amongst wider communities.
{"title":"Education and training experiences of early childhood care and education practitioners in rural and urban settings of Durban, South Africa","authors":"Pam P. Zulu, A. Aina, K. Bipath","doi":"10.4102/sajce.v12i1.1167","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1167","url":null,"abstract":"Background: The education and training experiences of Early Childhood Care and Education (ECCE) practitioners reflect gaps and inequalities in South Africa’s educational system. Most South African ECCE centre practitioners do not have the appropriate qualifications to provide quality education to young learners.Aim: The study aimed to explore how the education and training experiences of ECCE practitioners impact their professional identity in urban and rural settings in KwaZulu-Natal province and to develop a model that would enhance the education and training of ECCE practitioners.Setting: Ten participants were selected for this study: one centre head and four practitioners from a rural setting, and one centre head and four practitioners from an urban area.Methods: Wenger’s social theory of learning was used to obtain an in-depth understanding of ECCE practitioners’ education and training experiences and how they function as professional workers. An interpretative, qualitative case study was adopted. Data was collected through focus group semi-structured interviews and non-participants’ observation and then analysed thematically.Results: The findings revealed that practitioners in rural settings had to contend with unfair working conditions daily, working all day in challenging circumstances whilst earning low incomes. Urban practitioners worked reasonable hours and received living wages, although they also experienced challenges such as a lack of parental involvement, lack of transport for children and high rates of absenteeism.Conclusion: Inequalities between rural and urban practitioners existed concerning resources, salaries, working conditions and further study and professional growth opportunities. Ensuring that practitioners attain proper Early Childhood Care (ECC) qualifications will raise the profession’s esteem amongst wider communities.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41502747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-17DOI: 10.4102/sajce.v12i1.1163
D. Van der Merwe
Background: Given the poor academic performance in many schools and the inequality in learning outcomes, there is an urgent need to improve teaching and learning in South African schools. Recognising the importance of preparing pre-service teachers to guide and support learning in varying schools in South Africa, we piloted a course in 2020 in which we taught final-year pre-service teacher education students a new way of designing lessons. The lesson design approach foregrounded learning.Aim: The study aimed to address the question ‘What are pre-service teachers’ views on how the course prepared them for teaching?’.Setting: The study took place in the Department of Childhood Education at a South African university.Methods: The study followed an interpretive research approach. To generate data for the study, semi-structured interviews were conducted with 15 pre-service teachers at the end of the academic year. In addition, I conducted stimulated recall interviews on lessons that the pre-service teachers designed.Results: The results indicated that the pre-service teachers viewed learning about the science of learning and competencies for a fast-changing world as valuable to enrich their teaching. Despite being aware that they still had some gaps in their understanding of some teaching strategies, the results showed that pre-service teachers valued the strategies they learned in the course.Conclusion: Based on the findings, I conclude that the knowledge the pre-service teachers gained from the course has provided them with a sound basis to guide and support learning in varying school contexts.
{"title":"Preparing pre-service teachers to guide and support learning in South African schools","authors":"D. Van der Merwe","doi":"10.4102/sajce.v12i1.1163","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1163","url":null,"abstract":"Background: Given the poor academic performance in many schools and the inequality in learning outcomes, there is an urgent need to improve teaching and learning in South African schools. Recognising the importance of preparing pre-service teachers to guide and support learning in varying schools in South Africa, we piloted a course in 2020 in which we taught final-year pre-service teacher education students a new way of designing lessons. The lesson design approach foregrounded learning.Aim: The study aimed to address the question ‘What are pre-service teachers’ views on how the course prepared them for teaching?’.Setting: The study took place in the Department of Childhood Education at a South African university.Methods: The study followed an interpretive research approach. To generate data for the study, semi-structured interviews were conducted with 15 pre-service teachers at the end of the academic year. In addition, I conducted stimulated recall interviews on lessons that the pre-service teachers designed.Results: The results indicated that the pre-service teachers viewed learning about the science of learning and competencies for a fast-changing world as valuable to enrich their teaching. Despite being aware that they still had some gaps in their understanding of some teaching strategies, the results showed that pre-service teachers valued the strategies they learned in the course.Conclusion: Based on the findings, I conclude that the knowledge the pre-service teachers gained from the course has provided them with a sound basis to guide and support learning in varying school contexts.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45737686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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