'They Are Visually Impaired, Not Blind … Teach Them!': Grade R In-Service Teachers' Knowledge of Teaching Pre-Reading Skills to Visually Impaired Learners

Autor/inn/en	Kao, Matiekase A.; Mzimela, Patience J.
Titel	'They Are Visually Impaired, Not Blind … Teach Them!': Grade R In-Service Teachers' Knowledge of Teaching Pre-Reading Skills to Visually Impaired Learners
Quelle	In: South African Journal of Childhood Education, 9 (2019) 1, Artikel 651 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kao, Matiekase A.) ORCID (Mzimela, Patience J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Reading Instruction; Reading Skills; Prereading Experience; Visual Impairments; Teaching Methods; Braille; Technological Literacy; Pedagogical Content Knowledge; Special Education; Foreign Countries; Elementary School Teachers; Lesotho + Suchen Sie Ihr Suchwort? Leseunterricht; Reading skill; Lesefertigkeit; Visual handicap; Sehbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Pädagogische Kompetenz; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	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 Technological Pedagogical and Content Knowledge (TPACK) that teachers should possess for the effective teaching of reading in classrooms with visually impaired learners. Aim: This article explores a small sample of in-service teachers' knowledge of using Braille to teach pre-reading skills to Grade R learners with visual impairments. Setting: The study was conducted in a School for the Blind in Maseru, Lesotho, where three Grade R in-service teachers teaching learners with visual impairments were purposively sampled. Methods: This study is underpinned by Koehler and Mishra's theory of TPACK. An interpretivist, qualitative small-scale case study approach was employed, using semistructured interviews and classroom observations. Document analysis was also used to corroborate findings. Results: Findings reveal that although some of the participants possess a high level of technological knowledge, they tend to teach Braille as a 'stand-alone' skill and fail to integrate it with the teaching of other pre-reading skills to Grade R learners. Conclusion: In-service teachers showed limited knowledge of some of the essential skills for teaching pre-reading skills to Grade R learners who are visually impaired. The study calls for supportive in-service teacher education programmes that equip Grade R teachers of learners with visual impairments with the necessary skills to teach pre-reading skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01