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Showing 1 to 15 of 20 results Save | Export
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Hannaway, Donna – South African Journal of Childhood Education, 2019
Background: As technology today is pervasive, this study seeks to examine how technological changes influence Foundation Phase learners, specifically the impact of technology on teaching and learning. Aim: This study establishes professional perspectives of technology-based teaching and learning (TBTL) in the Foundation Phase from the vantage…
Descriptors: Information Technology, Technology Integration, Teaching Methods, Learning Processes
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Muthivhi, Azwihangwisi E.; Kriger, Samantha – South African Journal of Childhood Education, 2019
Background: This article reported on the developmental consequences of music instruction in Foundation Phase level of South African school context, specifically in relation to learners' learning and acquisition of early reading abilities. Against the background of the recent upsurge in research interest on the subject of conceptual and skills…
Descriptors: Reading Skills, Transfer of Training, Music Education, Concept Formation
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Meiring, Leslie F. – South African Journal of Childhood Education, 2019
Background: The South African national school curriculum for the foundation phase (6- to 9-year-olds) does not have a unique subject called 'science', but 'hidden' away in the subject 'life skills', one detects a great deal of science, but not all of it overtly presented. This presents a challenge to teachers who might be limited in their science…
Descriptors: Science Teachers, Self Efficacy, Elementary School Students, Foreign Countries
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Chikiwa, Samukeliso; Westaway, Lise; Graven, Mellony – South African Journal of Childhood Education, 2019
Background: The study on which this article is based investigated the Mathematics Knowledge for Teaching (MKfT) that a well experienced Grade 2 teacher utilized when teaching counting. Aim: In this paper we share excerpts from one of the lessons of this Grade 2 teacher, which we analyzed to illuminate the various domains of MKfT and their…
Descriptors: Foreign Countries, Elementary School Teachers, Mathematics Teachers, Grade 2
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Kao, Matiekase A.; Mzimela, Patience J. – South African Journal of Childhood Education, 2019
Background: Teaching reading skills is the cornerstone of all learning; therefore, teachers' adherence to this mandate is important. However, it becomes complicated and challenging if the teacher has to teach pre-reading skills to Grade R learners with visual impairments. In light of this challenge, researchers have endeavoured to determine the…
Descriptors: Reading Instruction, Reading Skills, Prereading Experience, Visual Impairments
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Mukeredzi, Tabitha G.; Bertram, Carol; Christiansen, Iben – South African Journal of Childhood Education, 2018
Background: There is a growing focus in South Africa on teachers developing appropriate knowledge, skills and dispositions for teaching to support young learners' development and learning. One such teacher development programme is the Advanced Certificate in Teaching for Foundation Phase teachers, offered by the University of KwaZulu-Natal (UKZN).…
Descriptors: Foreign Countries, Faculty Development, Knowledge Level, Program Effectiveness
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Loukomies, Anni; Petersen, Nadine; Lavonen, Jari – South African Journal of Childhood Education, 2018
In this study, we examined student teachers' learning during their teaching placement period in Finland and South Africa. The setting of the inquiry in both countries was a 'teaching' school, affiliated to a university teacher education programme. The teaching school is also referred to as an educational innovation that was transferred from the…
Descriptors: Teacher Education Programs, Classroom Techniques, Foreign Countries, Student Teachers
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Setoromo, Mamasiphole; Bansilal, Sarah; James, Angela – South African Journal of Childhood Education, 2018
Background: It is important that mathematics teachers have a robust knowledge of the mathematics they teach. They need more than just knowledge of the content because they are expected to facilitate understanding of the content with their learners. This study focused on the knowledge of practising Grade R teachers from Lesotho. Aim: The purpose of…
Descriptors: Foreign Countries, Mathematics Instruction, Mathematics Teachers, Numeracy
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Beni, Saritha; Stears, Michele; James, Angela – South African Journal of Childhood Education, 2017
Scientific literacy should be promoted through the teaching of science from Grade R and for this to happen, teachers need to understand what science should be taught and how it should be taught. This interpretive, qualitative study explores the degree to which four foundation phase teachers interpret the life skills programme with regard to the…
Descriptors: Science Instruction, Teaching Methods, Questionnaires, Documentation
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Tlou, Faith; Feza, Nosisi – South African Journal of Childhood Education, 2017
In South Africa's reception classes (Grade R), the harsh reality is that the sector is beset by serious challenges. As part of a broader professional development study, this article focuses on the actual operations of Grade R educators as they conduct mathematics lessons using video technology to record their teaching. An observation tool adapted…
Descriptors: Foreign Countries, Early Childhood Education, Preschool Teachers, Mathematics Instruction
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Bose, Kabita; Seetso, Grace – South African Journal of Childhood Education, 2016
This article presents a study regarding preschool teachers' skills and competencies in teaching science and mathematics. The aim of the project was twofold; one to find out the preschool teachers' knowledge about mathematics and science concepts and then to develop support material to empower them with skills and competencies to teach these…
Descriptors: Foreign Countries, Preschool Teachers, Preschool Education, Science Instruction
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Fonseca, Kathleen; Petersen, Nadine – South African Journal of Childhood Education, 2015
This study reports on an intervention that was aimed at improving the content knowledge of first-year intermediate-phase education students at a South African university. The study gives some insight into preservice teachers' perceptions of an online programme for the development of mathematics common content knowledge for teachers of mathematics…
Descriptors: Mathematics, Mathematics Instruction, Teacher Education Programs, Teacher Educators
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Bertram, Carol; Christiansen, Iben; Mukeredzi, Tabitha – South African Journal of Childhood Education, 2015
The purpose of this paper is to engage with the complexities of describing teachers' professional knowledge and eventually also their learning through written tests. The bigger research aim is to describe what knowledge foundation phase teachers acquired during their two years of study towards the Advanced Certificate of Teaching (ACT). We…
Descriptors: Knowledge Base for Teaching, Literacy, African Languages, Misconceptions
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Luneta, Kakoma – South African Journal of Childhood Education, 2014
This study is about student teachers' conceptual understanding of shapes. While the National Curriculum Statement stipulates that by the time learners exit high school they should have grounded knowledge of basic geometry and know shapes such as polygons and polyhedrons and their properties, this study finds that the majority of student teachers…
Descriptors: Mathematics Instruction, Geometry, Geometric Concepts, National Curriculum
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Murris, Karin; Verbeek, Clare – South African Journal of Childhood Education, 2014
We start our paper with a critical exploration of the current 'back to basics' approach in South African foundation phase teacher education with its emphasis on strengthening the teaching of subject knowledge. We claim that such a proposal first demands an answer to the question 'what is foundational in foundation phase teaching?' We propose an…
Descriptors: Foreign Countries, Teacher Education Programs, Role of Education, Preservice Teacher Education
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