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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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Marais, Elma; Nel, Carisma; Dlavane, Dolly – South African Journal of Childhood Education, 2019
Background: Universities, specifically faculties of education, have the responsibility to ensure that student teachers are introduced to the complexities involved in planning conceptually sound, coherent and cohesive lessons. Objectives: The objectives of this study were to determine how prepared students teachers are to plan children's literature…
Descriptors: Case Studies, Questioning Techniques, Childrens Literature, African Languages
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Snow, Catherine E. – South African Journal of Childhood Education, 2018
Certain tasks are more likely to be solved by groups than by individuals, even when the individuals are highly skilled at aspects of the task. These are tasks such as filling out income tax forms or performing surgical operations, for which inputs from several individuals who have complementary domains of knowledge and skill are needed. I refer to…
Descriptors: Schemata (Cognition), Child Development, Literacy Education, Career Development
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van As, Alta J.; Excell, Lorayne – South African Journal of Childhood Education, 2018
Background: Music as one of the creative arts offers an ideal vehicle to implement alternative teaching and learning strategies, including the implementation of purposeful but playful pedagogies that are increasingly being acknowledged as the most appropriate way of teaching young children. However, within higher educational institutions, it is…
Descriptors: Early Childhood Education, Preservice Teacher Education, Music Education, Intervention
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Barends, Zelda; Nel, Carisma – South African Journal of Childhood Education, 2017
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…
Descriptors: Workplace Learning, Preservice Teacher Education, School Districts, Literacy Education
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Sayed, Yusuf; McDonald, Zahraa – South African Journal of Childhood Education, 2017
Motivation to enter initial teacher education is a key concern in research globally and in South Africa specifically. Supply of teachers for the Foundation Phase is identified as a critical need in South Africa and understanding why individuals enter these programmes is crucial. In this context, this article explores what motivates student…
Descriptors: Teacher Motivation, Foreign Countries, Preservice Teacher Education, Student Teachers
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Ragpot, Lara – South African Journal of Childhood Education, 2017
How the child develops and learns should be an integral part of pre-service teacher education programmes. This article argues that for foundation phase teachers to teach young children effectively, course content in initial teacher education (TE) should cultivate a thorough understanding of the developing child by infusing theories of childhood…
Descriptors: Child Development, Preservice Teacher Education, Theory Practice Relationship, Practicums
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Gravett, Sarah; Ramsaroop, Sarita – South African Journal of Childhood Education, 2017
This study emanated from the "Integrated Strategic Planning Framework for Teacher Education and Development in South Africa." This Framework proposes that teaching schools should be established in the country to improve the teaching practicum component of pre-service teacher education. A generic qualitative study was undertaken to…
Descriptors: Foreign Countries, Teacher Education Programs, Preservice Teacher Education, Educational Practices
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du Plooy, Lucinda; Zilindile, Mphumzi; Desai, Zubeida; de Wet, Benita; Holtman, Lorna; Julie, Cyril; Moolla, Nadine; Nomlomo, Vuyokazi – South African Journal of Childhood Education, 2016
This article reports on a systematic review conducted to inform the development of a professional teacher education programme for the foundation phase of schooling. The research question was: What do quality research studies identify as the components and/or characteristics of quality teacher education for the foundation phase programmes that…
Descriptors: Program Development, Teacher Education Programs, Educational Research, Preservice Teacher Education