M.Phil. (Educational Linguistics) / The construct of this study consists of the perceptions and experiences of unqualified junior primary teachers in an INSET project which covered the teaching of initial reading. The rationale for the study is that scientific inquiry into an organically constructed teaching programme could yield new knowledge which is rooted in a specific and complex context such as the informal settlement communities where the teachers involved in this research project teach. The research report commences with an orientation to the study in which the groundless of the design is presented and discussed. It includes a brief presentation of the researcher's presuppositions and assumptions as well as a description of the physical context of the research. Subsequently the theoretical framework is presented, consisting of theory of INSET, specifically in the South African context as well as theory of reading and the teaching of initial reading. The final part of the framework covers reading across the curriculum. The theoretical framework is presented as support structure for the construct and also to problematical the research question (problem) from complementary angles. In the following section of the report the design of the field research is discussed against the background of the paradigm of qualitative research, describing especially the case study format as mode of exploratory, descriptive research. The analysis of verbal data as major research activity is emphasized. The data of the report are then presented in the format of examples of the route from raw data, through data-in-process, the to processed and categorized data. The process of coding and categorizing is emphasized.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:11875 |
| Date | 28 July 2014 |
| Creators | Steyl, Elize |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johannesburg |
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