Contribution of Teaching Assistants to Quality Education in Grade 1 Classrooms

Autor/inn/en	Cassim, Nabeelah; Moen, Melanie
Titel	Contribution of Teaching Assistants to Quality Education in Grade 1 Classrooms
Quelle	In: South African Journal of Education, 40 (2020) 1, Artikel 1719 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cassim, Nabeelah) ORCID (Moen, Melanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Teacher Aides; Grade 1; Elementary School Students; Educational Quality; Young Children; Early Childhood Education; Teacher Responsibility; Elementary School Teachers; Classroom Techniques; Teacher Attitudes; Public Schools; Private Schools; Rural Schools; Individualized Instruction; Barriers; Teacher Role; South Africa + Suchen Sie Ihr Suchwort? Ausland; Handreichung; Lehrerhilfe; School year 01; 1. Schuljahr; Schuljahr 01; Quality of education; Bildungsqualität; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrverpflichtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenführung; Lehrerverhalten; Public school; Öffentliche Schule; Private school; Privatschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Individualisierender Unterricht; Lehrerrolle; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Grade 1 learners in South Africa are not receiving the quality education they deserve. Early Childhood Education forms the basis of all education; however, numerous challenges in the South African education system impede the teaching and learning of young children. In this article we investigate Grade 1 teachers' responsibilities in the class and the teachers' management of the complex teaching environments. Qualitative data using semi-structured interviews with 9 Grade 1 teachers and teaching assistants (TAs) at 6 schools were used to gain insight into and explore various perspectives on the need for the services of teaching assistants in Grade 1 classrooms. The participants were selected from public, private and rural schools, using purposeful sampling, to allow for a broad spectrum of inputs. Findings indicate that participants regard the presence of teaching assistants as a necessity in Grade 1 classrooms as it allows the teacher to focus on quality teaching. The support provided by teaching assistants contributes to the quality of the learning facilitated by the teacher and allows learners access to the individualised attention that they need. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01