Work-integrated learning within the reading literacy component of foundation phase teacher preparation programmes
Research confirms that the quality of instruction learners experience day-to-day matters for learner achievement more than any other school-based factor. Yet teachers beginning their careers across a range of contexts routinely report that they are unprepared to enact high-quality instruction on day...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2017-03-01
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| Series: | South African Journal of Childhood Education |
| Subjects: | |
| Online Access: | https://sajce.co.za/index.php/sajce/article/view/435 |
| _version_ | 1811272536681349120 |
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| author | Zelda Barends Carisma Nel |
| author_facet | Zelda Barends Carisma Nel |
| author_sort | Zelda Barends |
| collection | DOAJ |
| description | Research confirms that the quality of instruction learners experience day-to-day matters for learner achievement more than any other school-based factor. Yet teachers beginning their careers across a range of contexts routinely report that they are unprepared to enact high-quality instruction on day one. Thus, the quality and content of pre-service teacher preparation programmes features prominently in learner success. Research reveals that purposeful coordination between teacher preparation programmes and the school districts with which they partner, tightly aligned curricula and field experiences, and extensive clinical practice can improve teacher preparedness (Darling-Hammond & Bransford 2007). The purpose of this article was to conduct a survey among selected universities offering Bachelor of Education (BEd) foundation phase programmes, to determine the role of work-integrated learning (WIL) in facilitating the preparedness of pre-service teachers to teach reading literacy. The results indicate that there is an urgent need to focus on the following aspects as they relate to WIL and its integration with reading literacy-specific content: the purpose of WIL as it relates to reading literacy; the degree of integration between coursework, specifically reading literacy and practice-based experiences (i.e. practice teaching); the relationship and partnerships between university lecturers and teachers and district officials; and the training of teachers to support the pre-service teachers. |
| first_indexed | 2024-04-12T22:40:59Z |
| format | Article |
| id | doaj.art-ec4dda2f0985414fbe26beba6f9e5829 |
| institution | Directory Open Access Journal |
| issn | 2223-7674 2223-7682 |
| language | English |
| last_indexed | 2024-04-12T22:40:59Z |
| publishDate | 2017-03-01 |
| publisher | AOSIS |
| record_format | Article |
| series | South African Journal of Childhood Education |
| spelling | doaj.art-ec4dda2f0985414fbe26beba6f9e58292022-12-22T03:13:43ZengAOSISSouth African Journal of Childhood Education2223-76742223-76822017-03-0171e1e1310.4102/sajce.v7i1.435249Work-integrated learning within the reading literacy component of foundation phase teacher preparation programmesZelda Barends0Carisma Nel1Foundation Phase and Early Childhood Education Department, Faculty of Education and Social Sciences, Cape Peninsula University of TechnologySchool for Human and Social Sciences Education, North-West UniversityResearch confirms that the quality of instruction learners experience day-to-day matters for learner achievement more than any other school-based factor. Yet teachers beginning their careers across a range of contexts routinely report that they are unprepared to enact high-quality instruction on day one. Thus, the quality and content of pre-service teacher preparation programmes features prominently in learner success. Research reveals that purposeful coordination between teacher preparation programmes and the school districts with which they partner, tightly aligned curricula and field experiences, and extensive clinical practice can improve teacher preparedness (Darling-Hammond & Bransford 2007). The purpose of this article was to conduct a survey among selected universities offering Bachelor of Education (BEd) foundation phase programmes, to determine the role of work-integrated learning (WIL) in facilitating the preparedness of pre-service teachers to teach reading literacy. The results indicate that there is an urgent need to focus on the following aspects as they relate to WIL and its integration with reading literacy-specific content: the purpose of WIL as it relates to reading literacy; the degree of integration between coursework, specifically reading literacy and practice-based experiences (i.e. practice teaching); the relationship and partnerships between university lecturers and teachers and district officials; and the training of teachers to support the pre-service teachers.https://sajce.co.za/index.php/sajce/article/view/435reading literacywork-integrated learning (WIL)foundation phaseteacher preparation programmestheory and practice divide |
| spellingShingle | Zelda Barends Carisma Nel Work-integrated learning within the reading literacy component of foundation phase teacher preparation programmes South African Journal of Childhood Education reading literacy work-integrated learning (WIL) foundation phase teacher preparation programmes theory and practice divide |
| title | Work-integrated learning within the reading literacy component of foundation phase teacher preparation programmes |
| title_full | Work-integrated learning within the reading literacy component of foundation phase teacher preparation programmes |
| title_fullStr | Work-integrated learning within the reading literacy component of foundation phase teacher preparation programmes |
| title_full_unstemmed | Work-integrated learning within the reading literacy component of foundation phase teacher preparation programmes |
| title_short | Work-integrated learning within the reading literacy component of foundation phase teacher preparation programmes |
| title_sort | work integrated learning within the reading literacy component of foundation phase teacher preparation programmes |
| topic | reading literacy work-integrated learning (WIL) foundation phase teacher preparation programmes theory and practice divide |
| url | https://sajce.co.za/index.php/sajce/article/view/435 |
| work_keys_str_mv | AT zeldabarends workintegratedlearningwithinthereadingliteracycomponentoffoundationphaseteacherpreparationprogrammes AT carismanel workintegratedlearningwithinthereadingliteracycomponentoffoundationphaseteacherpreparationprogrammes |