Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation Phase
Studies have shown that self-efficacy is the belief in one's ability to complete a task or achieve a goal, and that this belief can have a significant impact on teaching methods and learning outcomes. Yet, in the context of South Africa, despite the promotion of indigenous languages in Foundat...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
OpenED Network
2023-11-01
|
| Series: | Journal of Curriculum Studies Research |
| Subjects: | |
| Online Access: | https://www.curriculumstudies.org/index.php/CS/article/view/229 |
| _version_ | 1797636554009608192 |
|---|---|
| author | Sive Makeleni Bonginkosi Hardy Mutongoza Manthekeleng Agnes Linake Onyinyechi Glory Ndu |
| author_facet | Sive Makeleni Bonginkosi Hardy Mutongoza Manthekeleng Agnes Linake Onyinyechi Glory Ndu |
| author_sort | Sive Makeleni |
| collection | DOAJ |
| description |
Studies have shown that self-efficacy is the belief in one's ability to complete a task or achieve a goal, and that this belief can have a significant impact on teaching methods and learning outcomes. Yet, in the context of South Africa, despite the promotion of indigenous languages in Foundation Phase (FP) classrooms, learners continue to struggle on account of low teacher self-efficacy. Underpinned by Bandura’s social cognitive theory, this study used a literature review methodology to explore the self-efficacy-related challenges confronting FP teachers in assessing learners using their indigenous languages. The study also examined the strategies that can used to enhance teachers’ self-efficacy. The findings revealed that factors, such as inadequate teacher training, learner mobility, and resource constraints militate against teachers’ beliefs of their ability to equitably assess FP classrooms. The findings also revealed that possible strategies to enhance FP teachers’ self-efficacy could include making use of role-modelling, improving working conditions, and encouraging continuous professional development and training of in-service teachers, among other steps to be taken. Some of the study’s recommendations include rolling out targeted training and support programmes for FP teachers, aligning FP learner assessment instruments with the diverse linguistic and cultural backgrounds of the learners, and tailoring collaboration between schools and local communities for the benefit of the learners.
|
| first_indexed | 2024-03-11T12:36:53Z |
| format | Article |
| id | doaj.art-b66e63a8567e4914aaece5c28cf0d541 |
| institution | Directory Open Access Journal |
| issn | 2690-2788 |
| language | English |
| last_indexed | 2024-03-11T12:36:53Z |
| publishDate | 2023-11-01 |
| publisher | OpenED Network |
| record_format | Article |
| series | Journal of Curriculum Studies Research |
| spelling | doaj.art-b66e63a8567e4914aaece5c28cf0d5412023-11-05T23:17:44ZengOpenED NetworkJournal of Curriculum Studies Research2690-27882023-11-015310.46303/jcsr.2023.30Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation PhaseSive Makeleni0Bonginkosi Hardy Mutongoza1Manthekeleng Agnes Linake2Onyinyechi Glory Ndu3University of Fort HareUniversity of Fort HareUniversity of Fort HareUniversity of Fort Hare Studies have shown that self-efficacy is the belief in one's ability to complete a task or achieve a goal, and that this belief can have a significant impact on teaching methods and learning outcomes. Yet, in the context of South Africa, despite the promotion of indigenous languages in Foundation Phase (FP) classrooms, learners continue to struggle on account of low teacher self-efficacy. Underpinned by Bandura’s social cognitive theory, this study used a literature review methodology to explore the self-efficacy-related challenges confronting FP teachers in assessing learners using their indigenous languages. The study also examined the strategies that can used to enhance teachers’ self-efficacy. The findings revealed that factors, such as inadequate teacher training, learner mobility, and resource constraints militate against teachers’ beliefs of their ability to equitably assess FP classrooms. The findings also revealed that possible strategies to enhance FP teachers’ self-efficacy could include making use of role-modelling, improving working conditions, and encouraging continuous professional development and training of in-service teachers, among other steps to be taken. Some of the study’s recommendations include rolling out targeted training and support programmes for FP teachers, aligning FP learner assessment instruments with the diverse linguistic and cultural backgrounds of the learners, and tailoring collaboration between schools and local communities for the benefit of the learners. https://www.curriculumstudies.org/index.php/CS/article/view/229assessmentFoundation Phaseindigenous languageslearner assessmentself-efficacy |
| spellingShingle | Sive Makeleni Bonginkosi Hardy Mutongoza Manthekeleng Agnes Linake Onyinyechi Glory Ndu Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation Phase Journal of Curriculum Studies Research assessment Foundation Phase indigenous languages learner assessment self-efficacy |
| title | Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation Phase |
| title_full | Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation Phase |
| title_fullStr | Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation Phase |
| title_full_unstemmed | Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation Phase |
| title_short | Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation Phase |
| title_sort | teacher self efficacy and learner assessment a perspective from literature on south african indigenous languages in the foundation phase |
| topic | assessment Foundation Phase indigenous languages learner assessment self-efficacy |
| url | https://www.curriculumstudies.org/index.php/CS/article/view/229 |
| work_keys_str_mv | AT sivemakeleni teacherselfefficacyandlearnerassessmentaperspectivefromliteratureonsouthafricanindigenouslanguagesinthefoundationphase AT bonginkosihardymutongoza teacherselfefficacyandlearnerassessmentaperspectivefromliteratureonsouthafricanindigenouslanguagesinthefoundationphase AT manthekelengagneslinake teacherselfefficacyandlearnerassessmentaperspectivefromliteratureonsouthafricanindigenouslanguagesinthefoundationphase AT onyinyechigloryndu teacherselfefficacyandlearnerassessmentaperspectivefromliteratureonsouthafricanindigenouslanguagesinthefoundationphase |