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: | Zelda Barends, Carisma Nel |
---|---|
Format: | Article |
Language: | English |
Published: |
AOSIS
2017-03-01
|
Series: | South African Journal of Childhood Education |
Subjects: | |
Online Access: | https://sajce.co.za/index.php/sajce/article/view/435 |
Similar Items
-
Reading Literacy within a Teacher Preparation Programme: What we Know and What we Should Know
by: Zelda Elizabeth van der Merwe, et al.
Published: (2012-12-01) -
Approaching difficulties in literacy development : assessments, pedagogy and programmes /
by: Fletcher-Campbell, Felicity
Published: (2009) -
Fostering a reading culture: evidence from Qatar Reads
by: Logan Cochrane, et al.
Published: (2022-12-01) -
The Role of Teachers’ Reading Habits and Perception about EFL Reading Towards Students’ Literacy
by: Yohanes Eugnasius Nai, et al.
Published: (2023-02-01) -
Tanoto Foundation Partner School Literacy Exploration : Best Practice Literacy of Elementary Education Students
by: Kiki Fatmawati, et al.
Published: (2023-04-01)