Searching for research results to inform the design of an initial professional teacher education programme for the foundation phase: A systematic review
| Autor: | Nadine Moolla, Zubeida Desai, Cyril Julie, Vuyokazi Nomlomo, Benita de Wet, Lucinda du Plooy, Mphumzi Zilindile, Lorna Holtman |
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| Rok vydání: | 2016 |
| Předmět: |
Early childhood education
lcsh:LC8-6691 lcsh:Special aspects of education 030504 nursing media_common.quotation_subject 05 social sciences Primary education 050301 education lcsh:LB5-3640 Teacher education Literacy Education lcsh:Theory and practice of education 03 medical and health sciences Educational research Systematic review Pedagogy Developmental and Educational Psychology 0305 other medical science 0503 education Curriculum Research question media_common |
| Zdroj: | South African Journal of Childhood Education, Volume: 6, Issue: 1, Pages: 1-8, Published: 2016 South African Journal of Childhood Education, Vol 6, Iss 1, Pp e1-e10 (2016) |
| ISSN: | 2223-7682 2223-7674 |
| DOI: | 10.4102/sajce.v6i1.285 |
| Popis: | This article reports on a systematic review conducted to inform the development of a professional teacher education programme for the foundation phase of schooling. The research question was: What do quality research studies identify as the components and/or characteristics of quality teacher education for the foundation phase programmes that allow new teachers to begin to teach for epistemological access. A search for systematic reviews on educational programmes related to foundation phase for initial teacher education was conducted for the period between 1980 and 2011. The researchers added Stage 0 as a fifth step to the traditional four-step systematic review process. Stage 0 or quasi-tertiary review allowed us to present substantive findings of the identified systematic reviews and to explore their methodological quality. From the initial 2876 hits (mostly health and medical studies), only 19 studies were related to the educational field. Only three of the 19 studies were finally accepted as eligible at Stage 0. None of the reviews directly addressed programme design but contained elements that were considered as useful when designing programmes. The present study makes it clear that there is a dearth of research on entire programmes related to initial teacher education for foundation phase teachers. |
| Databáze: | OpenAIRE |
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