Professional development of Grade 1 teachers to promote school readiness in an inclusive education context

Abstract

Academic success depends on whether a Grade 1 learner is ready to learn in the formal school environment and therefore school readiness should be regarded as high priority. Learners from disadvantaged backgrounds are often deprived from a stimulating environment with adequate learning opportunities, consequently resulting in a lack of the school readiness skills needed for formal learning by the time they enter Grade 1. Addressing the diverse needs of such vulnerable learners can be a challenging and daunting task. This study focuses on the professional development of Grade 1 teachers to promote school readiness in an inclusive education context. Participatory Action Research was used to collaboratively develop a programme for the professional development of Grade 1 teachers, within an emerging conceptual framework based on the following relevant theories and models. The Concerns Based Model of Teacher Development (CBMoTD) was implemented to identify the concerns of the participating teachers from where their need for professional development emerged, and defined the base from where the research project was launched. The Attachment Theory provided a framework for intervention to restore and strengthen teacher-learner relationships and provide support to vulnerable Grade 1 learners. The models for action research (CRASP I) and professional development of teachers through action research (CRASP II), clarified the process which needed to be followed. The research project consisted of five research cycles and data was generated from collaborative discussions, field notes and individual reflections of participating teachers on intervention in their respective classrooms, the reflective journal of the researcher and a focus group interview. The data was collected and collaboratively analysed throughout the research process. The findings of this study indicate the essentiality of continuous professional development and support for Grade 1 teachers in an inclusive education context and emphasise the importance of listening to the voices of teachers in the development of professional development programmes. This study brought hope to desperately concerned Grade 1 teachers, proving that enhancing the self-efficacy of teachers can bring back the joy of teaching in challenging teaching conditions.