Managing teaching and learning in multi-graded classrooms in Thabo Mofutsanyana Education
District, Free State is a study undertaken to determine how teachers manage teaching and learning in multi-grade classrooms. A qualitative research design has been used. Literature review explored the origins of multi-grade teaching, its advantages and disadvantages, teaching and learning in multi-grade classrooms, the use of resources, difficulties faced by teachers teaching in multi-grade classrooms and overcoming these difficulties. Data revealed that teachers struggle to manage teaching and learning in multi-grade classrooms because they use curriculum policy documents which are meant for mono-grade classrooms. Teachers are overloaded with work. Peer tutoring, self-directed learning and cooperative learning help teachers to manage teaching and learning. Based on the findings, recommendations were made to the teachers, PED and DBE. The findings and recommendations will help the teachers in managing teaching and learning in multi-grade classrooms. / Curriculum and Instructional Studies / M. Ed. (Didactics)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/18817 |
| Date | 11 1900 |
| Creators | Msimanga, Mothofela Richard |
| Contributors | Van Niekerk, L. J. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xii, 129 leaves) |
Page generated in 0.0025 seconds