The development of a support programme for foundation phase teachers to facilitate listening and language for numeracy

Show simple item record

dc.contributor.advisor Eloff, Irma F. en
dc.contributor.advisor Louw, Brenda en
dc.contributor.postgraduate Wium, Anna-Marie en
dc.date.accessioned 2013-09-06T18:09:44Z
dc.date.available 2010-05-17 en
dc.date.available 2013-09-06T18:09:44Z
dc.date.created 2010-04-12 en
dc.date.issued 2010-05-17 en
dc.date.submitted 2010-05-15 en
dc.description Thesis (DPhil)--University of Pretoria, 2010. en
dc.description.abstract Various assessments and international studies have shown that learners in South African schools experience challenges and perform poorly with respect to literacy and numeracy. To become competitive in the global arena, there is an urgent need to raise the standards of education. Language is required for all learning, including numeracy and mathematics. Many young learners in South Africa struggle to develop adequate language skills because of an inherent pathology and/or barriers in their learning environment. Learners who do not develop adequate listening and language skills during their early years are most likely to experience difficulty in acquiring literacy and numeracy skills, resulting in poor academic progress. By supporting learners to overcome their developmental delays as early as in the foundation phase, future learning problems may be prevented. To raise education standards, teachers need to heighten their attempts to facilitate literacy and numeracy in the foundation phase. Teachers currently have to adapt to a new national curriculum statement (NCS) that is based on an outcomes-based education (OBE) approach (Department of Education, 1997:16). Many teachers, especially those in black townships and other previously disadvantaged areas, find this difficult as they have not been sufficiently trained or are not adequately qualified. Educational changes have necessitated the need for high quality staff development and support. Speech-language therapists (SLTs) working within a collaborative approach in the education context can support the learners who need to acquire listening and language skills, as well as the teachers who have to facilitate these skills. This study developed a support programme for foundation phase teachers to facilitate listening and language for numeracy. The multifaceted programme consisted of training, mentoring, and practical components, which aimed at developing the participants’ competence (foundational, practical, and reflective competence). The programme integrated the principles of adult learning within an OBE approach while taking culture and diversity into consideration. The programme was evaluated within a Logic Model framework. The research made use of a concurrent, equal status triangulation design where triangulation was obtained by transforming QUAL data into QUAN data to be compared. In the QUAN strand, data were collected from 96 teacher participants (who were selected by using a convenience sampling method) by means of questionnaires, portfolio assignments, attendance registers, and financial statements. Qualitative data were collected from eight focus group discussions (using a nested design with 12 participants at a time) as well as a research diary, testimonials, and various correspondences. The findings indicated that all the participants have gained knowledge, skills, and confidence, but to varying degrees. Factors that affected the outcomes included aspects related to time, the choice of venue, age, prior support and qualifications, as well as motivation related to the context. Group learning was identified as a suitable strategy for teacher support in these contexts. Provided that specific factors are considered to increase effectiveness, the outcomes indicated that the programme could be used to support foundation phase teachers in these specific contexts. en
dc.description.availability unrestricted en
dc.description.department Speech-Language Pathology and Audiology en
dc.identifier.citation Wium, AM 1010, The development of a support programme for foundation phase teachers to facilitate listening and language for numeracy, DPhil thesis, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/24685 > en
dc.identifier.other C10/77/ag en
dc.identifier.upetdurl http://upetd.up.ac.za/thesis/available/etd-05152010-233034/ en
dc.identifier.uri http://hdl.handle.net/2263/24685
dc.language.iso en
dc.publisher University of Pretoria en_ZA
dc.rights © 2010 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Additional information available on a CD stored at the Merensky Library en
dc.subject Listening skills en
dc.subject Continued professional development en
dc.subject Mixed methods en
dc.subject Adult learning en
dc.subject Education en
dc.subject Programme evaluation en
dc.subject Numeracy en
dc.subject Language en
dc.subject Foundation phase teachers en
dc.subject Obe en
dc.subject Curriculum en
dc.subject UCTD en_US
dc.title The development of a support programme for foundation phase teachers to facilitate listening and language for numeracy en
dc.type Thesis en


Files in this item

This item appears in the following Collection(s)

Show simple item record