Teachers' Perceptions in Creating an Invitational Learning Environment in Culturally Diverse Foundation Phase Classrooms

Autor/inn/en	Venketsamy, R.; Sing, N.; Smart, Lyndsey
Titel	Teachers' Perceptions in Creating an Invitational Learning Environment in Culturally Diverse Foundation Phase Classrooms
Quelle	In: Perspectives in Education, 38 (2020) 2, S.118-137 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Venketsamy, R.) ORCID (Sing, N.) ORCID (Smart, Lyndsey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Foreign Countries; Preschool Education; Teacher Attitudes; Classroom Environment; Student Diversity; Preschool Teachers; Preschool Children; School Policy; Inclusion; Justice; Interpersonal Relationship; Educational Practices; Programs; School Culture; Caring; South Africa + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Lehrerverhalten; Klassenklima; Unterrichtsklima; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Schulpolitik; Inklusion; Gerechtigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bildungspraxis; Program; Programme; Programmes; Programm; Schulkultur; Schulleben; Care; Pflege; Sorge; Betreuung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Research surrounding classroom practice is changing the way principals, School Management Teams and teachers organise their learning spaces as well as their methods of teaching and learning. In this paper, we aim to explore teachers' experiences of an invitational learning environment in culturally diverse Foundation Phase classrooms. The paper will review the research conducted with Foundation Phase teachers as well as members from the School Management Team who were identified as participants to elicit in-depth information on their experiences. An interpretivist research paradigm was used to portray the lived experiences and personal responses of the participants. It was decided that a combined theoretical framework consisting of the Open Systems Theory and the Invitational Learning Theory would best guide this research. Semi-structured interviews, observation and visual data formed the data collection instruments. Data were coded, examined and emerging themes identified. The aim of this paper was to share the participants' insight on how to create invitational learning environments as well as the challenges they experienced in such creation. This paper argues that teachers who create an invitational learning environment contribute to the successful functioning of teaching and learning in the Foundation Phase classroom. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01