Challenges for Foundation Phase Teachers in Interacting with Parents during the COVID-19 Pandemic: A Case Study of Mangaung Primary Schools, South Africa

Autor:	Annemie Grobler
Rok vydání:	2022
Předmět:	sociocultural theory of learning communication COVID-19 pandemic feedback trust schools collaboration parental participation South Africa teacher-parent interaction Mangaung Foundation Phase remote learning transfer of learning
Zdroj:	The African Journal of Information and Communication, Volume: 29, Pages: 1-15, Published: 2022
ISSN:	2077-7213 2077-7205
Popis:	The sociocultural theory of learning acknowledges parents as integral role players in the process of their children’s learning. As in many other parts of the world, when South African schools moved to remote online learning due to the COVID-19 pandemic, teachers became increasingly dependent on the agency of parents. Using an interpretivist lens and a qualitative approach, this study probes the experiences of Foundation Phase teachers in South Africa’s Mangaung Municipality in their interaction with parents in 2020, during the pandemic lockdowns. The findings point to the following challenges during the pandemic, as perceived by the teachers: difficulty in communicating with parents; difficulty in working with parents to support learning; and insufficient parental commitment. The findings also point to shortfalls in respect of three dynamics—collaboration, feedback, and trust—as being central to the perceived challenges. The study concludes with a call for improved relations between Foundation Phase parents in teachers, regardless of whether the teaching and learning are occurring remotely or in-person, in order to optimise the sociocultural dynamics at play in children’s schooling.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e0943d68c7c39f2fd54e6cc5fa3e9eff https://doi.org/10.23962/ajic.i29.13746 Zobrazit plný text záznamu