Teaching reading in a multi-grade class: Teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1
| Autor: | Jabu Mzimela, Labby Ramrathan |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
teacher agency
multi-grade teaching Teaching method media_common.quotation_subject Native-language instruction lcsh:LB5-3640 Literacy Education adaptive skills 0504 sociology reading Reading (process) Agency (sociology) Pedagogy reading strategies Developmental and Educational Psychology Mathematics education Experiential knowledge pedagogical knowledge media_common lcsh:LC8-6691 Class (computer programming) lcsh:Special aspects of education 05 social sciences 050401 social sciences methods 050301 education Cornerstone lcsh:Theory and practice of education Psychology 0503 education rural schooling education |
| Zdroj: | South African Journal of Childhood Education, Volume: 6, Issue: 2, Pages: 1-8, Published: 2016 South African Journal of Childhood Education, Vol 6, Iss 2, Pp e1-e8 (2016) |
| ISSN: | 2223-7682 2223-7674 |
| DOI: | 10.4102/sajce.v6i2.448 |
| Popis: | The skill of reading is regarded as the cornerstone of literacy learning in the foundation phase. Although it is the most complex skill to master, it forms part of literacy teaching. Most learners begin schooling without having any kind of exposure to reading. This lack of exposure introduces a number of challenges, which are consequently exacerbated if teachers have to teach in multi-grade classes. This case study was conducted in two primary schools in the Ndwedwe Circuit in KwaZulu-Natal. It is framed within the interpretive epistemology embedded in a qualitative research methodology. Empirical data were generated from two rural schools where multi-grade teaching was undertaken. To produce data, two teachers teaching multi-grade classes (incorporating both grade R and grade 1) were observed during an isiZulu Home Language reading period. Subsequently, semi-structured interviews were used to elicit more data for corroboration of findings. The findings show that teacher agency is crucial in making adaptive decisions. These decisions are based on the intersection of formal knowledge, situational knowledge and experiential knowledge that the teachers have acquired over time. |
| Databáze: | OpenAIRE |
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