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An investigation of multigrade teaching at three primary schools in the Kavango region, NamibiaHaingura, Steven Shindimba 12 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Multigrade teaching has been used in Namibia since the introduction of formal education; however, it became more prominent after independence, when the government proposed it to be the norm. Yet, regardless of its prevalence in rural schools – as high as 40% – qualified teachers are still not trained to teach multigrade classes. The primary aim of the research study therefore was to investigate multigrade teaching at three rural primary schools in the Ncuncuni circuit in the Kavango region. By employing a phenomenological methodology, the study explores the experiences and challenges as encountered in multigrade classrooms by six teachers. While a number of the challenges are common to experiences in typical monograde classrooms in Namibia – such as shortages of resources, poor parental involvement, and high rates of learner attrition – there are others that are specific to a multigrade setting. Given the growing number of multigrade schools in Namibia, particularly in rural settings, where infrastructure is already poor, the urgency for properly trained multigrade teachers can no longer be ignored. Among the key recommendations made by this study is that appropriate and sufficient teaching and learning materials, such as self-instructional and self-learning materials, should be provided to schools offering multigrade teaching. In acknowledging that the introduction of professional training will take time, and that the current teachers in multigrade classrooms are in dire need of support, the study would also like to recommend support from regional offices in the form of specialist advisers. There are numerous teachers in multigrade classrooms – many of whom will never receive any formal training. These teachers require immediate and on-going support if the Ministry of Education hopes to provide quality teaching and learning to learners.
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Alfabetização na educação do campo: relatos de professores de classes multisseriadas da Ilha de MarajóCardoso Junior, Waldemar dos Santos 04 December 2009 (has links)
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Previous issue date: 2009-12-04 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The rural education teachers who work in multigraded classes have to face great
challenges, especially when they alphabetize children. The objectives of the present
work included: learning about those teachers; describing the teaching-learning
difficulties regarding written language in the initial grades; discussing the ways of
alphabetizing and the projections for the teachers efficient work; analyzing the
teachers comments under the approach of the relation between metalinguistic
abilities and learning of written language. The research involved a group of 74 rural
education teachers who work in multigraded classes in a small town named Breves
in the state of Pará. The data were collected through a questionnaire containing 24
open and closed questions based on the objectives of the present study. The data
analysis procedure was based on the content analysis approach. The results showed
that most teachers are 31 to 50-year-old women who are graduate in teacher
education and work part time; they have had 1 to 10 years experience in
alphabetization and in rural education. Some difficulties were found regarding the
challenge of alphabetizing children: an operational difficulty involving work in
multigraded classes, lack of didactic resources, lack of school transportation and
adequate room, lack of professionals for school maintenance, and other difficulties
related to alphabetization practice. It was observed that most teachers do not have a
specific theoretical approach to teach how to read and write. In general, they do not
mention activities related to the development of metalinguistic abilities as a facilitation
tool for the teaching of written language. However, they try to create several didactic
resources and have great motivation to work in that reality despite all setbacks / Os professores de classes multisseriadas da educação do campo enfrentam
grandes desafios, inclusive no momento de alfabetizar seus alunos. Os objetivos
deste trabalho foram: conhecer o perfil desses professores; descrever as
dificuldades de ensino e aprendizagem da linguagem escrita nas séries iniciais;
relatar os modos de alfabetização e as projeções para um trabalho docente eficaz;
analisar os relatos dos professores sob a abordagem das relações entre habilidades
metalinguísticas e aprendizagem da linguagem escrita. A pesquisa foi realizada com
um grupo de 74 professores que atuam na educação do campo em classes
multisseriadas no município de Breves (PA). O instrumento de coleta de dados foi
um questionário com 24 perguntas abertas e fechadas, delineado a partir dos
objetivos deste estudo. O procedimento de análise de dados se baseou na
abordagem da análise de conteúdo. Os resultados mostraram que, na sua maioria, o
grupo pesquisado é formado por mulheres com idade entre 31 e 50 anos, com
formação em magistério, trabalham um período, são funcionárias efetivas, com uma
média de 1 a 10 anos de prática na alfabetização e de atuação na educação do
campo. Em relação aos desafios relatados ao alfabetizar crianças, foram
encontrados relatos de duas naturezas: de ordem operacional, como por exemplo,
atuação em classes multisseriadas, ausência de recursos didáticos, de transporte
escolar e espaço físico adequado, falta de pessoal de apoio para a manutenção da
escola; e outras mais ligadas às práticas de alfabetização. Constatou-se que, em
sua grande maioria, esses docentes não se referem à utilização de um enfoque
teórico específico para ensinarem a ler e escrever. De modo geral, não mencionam
o uso de práticas voltadas para o desenvolvimento de habilidades metalinguísticas
como facilitadoras de ensino da linguagem escrita. Observa-se ainda a busca de
utilização de diversos recursos didáticos e uma grande motivação para atuarem
naquela realidade apesar de todos os impasses a serem transpostos
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