Teaching reading in a multi-grade class: Teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1
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 numb...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2016-07-01
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| Series: | South African Journal of Childhood Education |
| Subjects: | |
| Online Access: | https://sajce.co.za/index.php/sajce/article/view/448 |
| _version_ | 1811329253861490688 |
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| author | Labby Ramrathan Jabu Mzimela |
| author_facet | Labby Ramrathan Jabu Mzimela |
| author_sort | Labby Ramrathan |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-13T15:40:33Z |
| format | Article |
| id | doaj.art-2001740eae194c59a1170a9ddbdb2cc3 |
| institution | Directory Open Access Journal |
| issn | 2223-7674 2223-7682 |
| language | English |
| last_indexed | 2024-04-13T15:40:33Z |
| publishDate | 2016-07-01 |
| publisher | AOSIS |
| record_format | Article |
| series | South African Journal of Childhood Education |
| spelling | doaj.art-2001740eae194c59a1170a9ddbdb2cc32022-12-22T02:41:09ZengAOSISSouth African Journal of Childhood Education2223-76742223-76822016-07-0162e1e810.4102/sajce.v6i2.448217Teaching reading in a multi-grade class: Teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1Labby Ramrathan0Jabu Mzimela1School of Development Studies, University of KwaZulu-NatalEarly Childhood Studies, University of KwaZulu-NatalThe 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.https://sajce.co.za/index.php/sajce/article/view/448multi-grade teachingteacher agencyrural schooling educationpedagogical knowledgereadingreading strategiesadaptive skills |
| spellingShingle | Labby Ramrathan Jabu Mzimela Teaching reading in a multi-grade class: Teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1 South African Journal of Childhood Education multi-grade teaching teacher agency rural schooling education pedagogical knowledge reading reading strategies adaptive skills |
| title | Teaching reading in a multi-grade class: Teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1 |
| title_full | Teaching reading in a multi-grade class: Teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1 |
| title_fullStr | Teaching reading in a multi-grade class: Teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1 |
| title_full_unstemmed | Teaching reading in a multi-grade class: Teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1 |
| title_short | Teaching reading in a multi-grade class: Teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1 |
| title_sort | teaching reading in a multi grade class teachers adaptive skills and teacher agency in teaching across grade r and grade 1 |
| topic | multi-grade teaching teacher agency rural schooling education pedagogical knowledge reading reading strategies adaptive skills |
| url | https://sajce.co.za/index.php/sajce/article/view/448 |
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