Exploring teachers’ experiences of teaching reading in the Foundation Phase classrooms
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Date
2020-11
Authors
Segooa, Mapule Yvonne
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
The aim of this study was to explore teachers' experiences of teaching reading in Foundation Phase classrooms in terms of understanding their applications of strategies towards the successful teaching of reading. A qualitative research methodology was adopted in a case study design. Data was generated using semi-structured interviews and classroom observations. Teaching reading has been an ongoing challenge in Foundation Phase classrooms. The research study focused on three schools from different settlement areas in the Limpopo Province of South Africa. These findings revealed that teachers' classroom practice was not consistent with current best practice and the modern theories of teaching reading. This factor negatively affects their expertise in teaching reading using the CAPS (2011) recommended reading methodologies in general. The challenges faced by applying different reading methodologies might be the reason for learners' inability to achieve successful reading outcomes in the Foundation Phase classrooms.
Description
Keywords
Dissertation (M.Ed. (Curriculum Studies))--University of the Free State, 2020, Challenges, Reading, Reading methodologies, Reading components, Foundation phase, Reading -- Early childhood