Establishing a research agenda for Foundation Phasei initial teacher education: A systematic review (1994–2014)
Poor literacy and numeracy levels in schools have raised questions in South Africa, as they have internationally, on the quality and appropriateness of initial teacher education for preparing teachers for the complexities faced in schools generally and for the mediation of literacy and numeracy in t...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Education Association of South Africa
2016-08-01
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| Series: | South African Journal of Education |
| Subjects: | |
| Online Access: | http://www.sajournalofeducation.co.za/index.php/saje/article/view/1263/648 |
| _version_ | 1819264129597177856 |
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| author | Jean Baxen Liz Johanson Botha |
| author_facet | Jean Baxen Liz Johanson Botha |
| author_sort | Jean Baxen |
| collection | DOAJ |
| description | Poor literacy and numeracy levels in schools have raised questions in South Africa, as they have internationally, on the quality and appropriateness of initial teacher education for preparing teachers for the complexities faced in schools generally and for the mediation of literacy and numeracy in the early years in particular. This paper profiles empirical research relating to initial teacher education over two decades of South African democracy, derived from a systematic review of journal articles, with the aim of proposing an agenda for research into foundation phase initial teacher education. It concludes that in the period between the birth of South Africa’s democracy and the present, there is little evidence of sustained research on initial teacher education in general, and a dearth of research focused on teacher preparation for the foundation phase in particular. The paper argues for the development of a research agenda that better takes account of the iterative relationship between researching classrooms and researching initial teacher education, especially as it relates to the foundation phase, where research is patchy and unsystematic. Evidence from such research might not only provide a base for policy and curriculum decisions but also lead to more responsive and contextually relevant teacher preparation. |
| first_indexed | 2024-12-23T20:24:35Z |
| format | Article |
| id | doaj.art-962c33e98802461eb05e138c7bf809dc |
| institution | Directory Open Access Journal |
| issn | 0256-0100 2076-3433 |
| language | English |
| last_indexed | 2024-12-23T20:24:35Z |
| publishDate | 2016-08-01 |
| publisher | Education Association of South Africa |
| record_format | Article |
| series | South African Journal of Education |
| spelling | doaj.art-962c33e98802461eb05e138c7bf809dc2022-12-21T17:32:25ZengEducation Association of South AfricaSouth African Journal of Education0256-01002076-34332016-08-0136311510.15700/saje.v36n3a1263Establishing a research agenda for Foundation Phasei initial teacher education: A systematic review (1994–2014)Jean Baxen0Liz Johanson Botha1Research Associates, Education Department, Faculty of Education, Rhodes University, Grahamstown, South AfricaResearch Associates, Education Department, Faculty of Education, Rhodes University, Grahamstown, South AfricaPoor literacy and numeracy levels in schools have raised questions in South Africa, as they have internationally, on the quality and appropriateness of initial teacher education for preparing teachers for the complexities faced in schools generally and for the mediation of literacy and numeracy in the early years in particular. This paper profiles empirical research relating to initial teacher education over two decades of South African democracy, derived from a systematic review of journal articles, with the aim of proposing an agenda for research into foundation phase initial teacher education. It concludes that in the period between the birth of South Africa’s democracy and the present, there is little evidence of sustained research on initial teacher education in general, and a dearth of research focused on teacher preparation for the foundation phase in particular. The paper argues for the development of a research agenda that better takes account of the iterative relationship between researching classrooms and researching initial teacher education, especially as it relates to the foundation phase, where research is patchy and unsystematic. Evidence from such research might not only provide a base for policy and curriculum decisions but also lead to more responsive and contextually relevant teacher preparation.http://www.sajournalofeducation.co.za/index.php/saje/article/view/1263/648diversityfoundation phaseliteracynumeracyresearch agendateacher education |
| spellingShingle | Jean Baxen Liz Johanson Botha Establishing a research agenda for Foundation Phasei initial teacher education: A systematic review (1994–2014) South African Journal of Education diversity foundation phase literacy numeracy research agenda teacher education |
| title | Establishing a research agenda for Foundation Phasei initial teacher education: A systematic review (1994–2014) |
| title_full | Establishing a research agenda for Foundation Phasei initial teacher education: A systematic review (1994–2014) |
| title_fullStr | Establishing a research agenda for Foundation Phasei initial teacher education: A systematic review (1994–2014) |
| title_full_unstemmed | Establishing a research agenda for Foundation Phasei initial teacher education: A systematic review (1994–2014) |
| title_short | Establishing a research agenda for Foundation Phasei initial teacher education: A systematic review (1994–2014) |
| title_sort | establishing a research agenda for foundation phasei initial teacher education a systematic review 1994 2014 |
| topic | diversity foundation phase literacy numeracy research agenda teacher education |
| url | http://www.sajournalofeducation.co.za/index.php/saje/article/view/1263/648 |
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