This dissertation reports on a self-study in which I aim to better understand and improve my own practice as a Department of Education subject advisor, specifically in relation to preparing for the implementation of the Foundations for Learning (FFL) programme in the Foundation Phase
(Grades R-3). FFL is a National response to persistent unacceptable low levels of literacy and numeracy in the Foundation Phase in South African schools. The programme is designed to focus attention on key activities that lead to effective literacy and numeracy development.
Through memory work and critical reflection, I re-examine my lived experiences of learning and teaching in order to understand what impact these experiences have had on my practice as a teacher and a subject advisor. In addition, I work with a focus group of teacher participants to
examine their experiences of learning and teaching as well as their current needs as Foundation Phase teachers in relation to the implementation of the Foundations for Learning programme.
Through the self-study, I distinguish areas where I need to improve on my practice and also set out key strategies for change. Areas for improvement include closing the gap between policy and practice, conducting effective workshops, encouraging networking, enhancing communication and addressing specific barriers in rural schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/6202 |
| Date | January 2010 |
| Creators | Makhanya, Hlengiwe Delicia Bawinile. |
| Contributors | Pithouse-Morgan, Kathleen Jane. |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
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