Thesis (Ph.D. (Educational Studies)) -- University of Limpopo, 2021 / Ongoing professional teacher development programmes have been found to be the
most important strategy to empower the in-service teachers in the public and private
i schools in South Africa. The purpose of this study was to investigate the effect of
on-going professional teacher development programmes on reading in the
Foundation Phase, and to design an intervention strategy on reading on the teaching
of reading in the Foundation Phase. The study followed a qualitative research
approach, where, a case study design was adopted. For the purpose of this study,
eight Foundation Phase teachers were purposively selected to take part and two
Curriculum Advisers from curriculum section in the Department of Education,
Limpopo Province. Data was collected through the use of semi-structured interviews,
observations and document analysis. Data was analysed through a thematic content
analysis strategy, where five findings emerged. Foundation Phase teachers showed
a clear understanding of a series of on-going professional development programmes
on reading which were cries-crossing throughout the entire Province; Foundation
Phase teachers were not satisfied with the amount of time allocated for the ongoing
professional development programmes on reading; In addition, the teachers
expressed their feeling on the content that was covered by this development
programmes, and lastly, the availability of resources has been found have serious
challenges for the programmes. The findings revealed the following implications, (a)
The ongoing professional teacher development programmes on reading conducted
are insufficient, as foundation phase teachers cannot find a leeway to remedy the
problem. (b) The model of equipping foundation phase teachers with the relevant
skills and knowledge required for the teaching of reading was not sufficient,
therefore, new strategies need to be developed to empower the foundation phase
teachers in a better way.
Keywords: Reading, ongoing professional development, foundation phase,
assessment, Literacy
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ul/oai:ulspace.ul.ac.za:10386/3653 |
| Date | January 2021 |
| Creators | Maebana, Maite Elias |
| Contributors | Molotja, T. W., Themane, M. J. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | xii, 192 leaves |
| Relation |
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