What Challenges Do Foundation Phase Teachers Experience When Teaching Writing in Rural Multigrade Classes?

Autor/inn/en	Blease, Bernita; Condy, Janet
Titel	What Challenges Do Foundation Phase Teachers Experience When Teaching Writing in Rural Multigrade Classes?
Quelle	In: South African Journal of Childhood Education, 4 (2014) 2, S.36-56 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; Rural Schools; Multigraded Classes; Barriers; Poverty; Educational Quality; Writing Instruction; Transportation; Illiteracy; Parent Influence; Reading Difficulties; Teaching Methods; Educational Resources; Language of Instruction; Administrator Role; Case Studies; Elementary School Teachers; Observation; Interviews; South Africa + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Mehrstufenklasse; Armut; Quality of education; Bildungsqualität; Schreibunterricht; Verkehrswesen; Analphabetismus; Reading difficulty; Leseschwierigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsmittel; Teaching language; Unterrichtssprache; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Interviewing; Interviewtechnik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	A one-size-fits-all curriculum cannot address the issues faced by rural multigrade teachers and learners. In South Africa, despite government efforts to relieve adversity, poverty in rural areas is still rife and poor education still fails to lift people out of it (Joubert 2010). Equality is essential in ensuring that all South African children have access to quality education where they can learn in an environment free from bias and discrimination (Asmal 2001). Bronfenbrenner's social ecological systems theory underpinned this study. The purpose of this research was to identify the challenges experienced by two foundation phase teachers in teaching writing. This research was a qualitative study embedded within an interpretive case study. The following factors became evident: poor socio-economic backgrounds, transport, parental illiteracy, and teacher challenges that include the following subthemes: reading problems, differentiated teaching, resources, the language of teaching and learning, and writing support from the Western Cape Education Department (WCED). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01