Teaching Reading in a Multi-Grade Class: Teachers' Adaptive Skills and Teacher Agency in Teaching across Grade R and Grade 1
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| Title: | Teaching Reading in a Multi-Grade Class: Teachers' Adaptive Skills and Teacher Agency in Teaching across Grade R and Grade 1 |
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| Language: | English |
| Authors: | Ramrathan, Labby, Mzimela, Jabu |
| Source: | South African Journal of Childhood Education. 2016 6(2). |
| Availability: | AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 1 |
| Descriptors: | Reading Instruction, Grade 1, Literacy, Case Studies, Multigraded Classes, Elementary School Students, African Languages, Native Language Instruction, Professional Autonomy, Elementary School Teachers, Teacher Attitudes, Decision Making, Foreign Countries, Knowledge Base for Teaching, Oral Reading, Teaching Methods, National Programs, Recreational Reading |
| Geographic Terms: | South Africa |
| ISSN: | 2223-7674 |
| Abstract: | The skill of reading is regarded as the cornerstone of literacy learning in the foundation phase. Although it is the most complex skill to master, it forms part of literacy teaching. Most learners begin schooling without having any kind of exposure to reading. This lack of exposure introduces a number of challenges, which are consequently exacerbated if teachers have to teach in multi-grade classes. This case study was conducted in two primary schools in the Ndwedwe Circuit in KwaZulu-Natal. It is framed within the interpretive epistemology embedded in a qualitative research methodology. Empirical data were generated from two rural schools where multi-grade teaching was undertaken. To produce data, two teachers teaching multi-grade classes (incorporating both grade R and grade 1) were observed during an isiZulu Home Language reading period. Subsequently, semi-structured interviews were used to elicit more data for corroboration of findings. The findings show that teacher agency is crucial in making adaptive decisions. These decisions are based on the intersection of formal knowledge, situational knowledge and experiential knowledge that the teachers have acquired over time. |
| Abstractor: | As Provided |
| Number of References: | 28 |
| Entry Date: | 2018 |
| Accession Number: | EJ1187139 |
| Database: | ERIC |
| Abstract: | The skill of reading is regarded as the cornerstone of literacy learning in the foundation phase. Although it is the most complex skill to master, it forms part of literacy teaching. Most learners begin schooling without having any kind of exposure to reading. This lack of exposure introduces a number of challenges, which are consequently exacerbated if teachers have to teach in multi-grade classes. This case study was conducted in two primary schools in the Ndwedwe Circuit in KwaZulu-Natal. It is framed within the interpretive epistemology embedded in a qualitative research methodology. Empirical data were generated from two rural schools where multi-grade teaching was undertaken. To produce data, two teachers teaching multi-grade classes (incorporating both grade R and grade 1) were observed during an isiZulu Home Language reading period. Subsequently, semi-structured interviews were used to elicit more data for corroboration of findings. The findings show that teacher agency is crucial in making adaptive decisions. These decisions are based on the intersection of formal knowledge, situational knowledge and experiential knowledge that the teachers have acquired over time. |
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| ISSN: | 2223-7674 |
