Teachers’ utilisation of colour in Foundation Phase classrooms

dc.contributor.advisorBotha, Karien
dc.contributor.emailsonellebuytendag@gmail.comen_ZA
dc.contributor.postgraduateGerneke, Sonelle
dc.date.accessioned2022-01-27T06:56:50Z
dc.date.available2022-01-27T06:56:50Z
dc.date.created2022-04
dc.date.issued2021
dc.descriptionMini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021.en_ZA
dc.description.abstractThis study forms part of a broader research project situated within the Centre for Visual Impairment Studies (CVIS) at the University of Pretoria. It focuses on colour vision deficiency (CVD) with the aim of facilitating educational and social change as a possible outcome. The purpose of this study of limited scope was to explore and describe Foundation Phase teachers’ utilisation of colour to support teaching and learning in the Foundation Phase classrooms of the selected primary school in Pretoria, (Gauteng province). I followed a qualitative research approach, relied on interpretivism, and implemented a descriptive case study research design, while applying Participatory Reflection and Action (PRA) principles. I made use of a multi-method approach to data generation and documentation, where I included a PRA-based workshop, a member-checking session, visual data, field notes, reflective journaling, document analysis, and verbatim transcriptions of audio-recordings. Following inductive thematic analysis, three main themes and related sub-themes were identified. The first theme relates to the utilisation of colour-based resources to support the teaching and learning of Literacy, Mathematics and Life Skills in Foundation Phase classrooms. Utilising colour to support teachers’ classroom management skills was identified as a second theme, reflecting classroom organisational skills, the monitoring and evaluation of teaching practices, as well as establishing a positive learning environment. The third theme captured the value of the utilisation of colour within the Foundation Phase classroom to improve learners’ academic skills. It also highlighted the use of colour-based resources to focus learners’ attention, enhance learners’ cognitive skills and to develop learners’ listening and comprehension skills. The findings of my study of limited scope furthermore highlighted the different colour-based resources that were implemented to support teaching and learning, as well as the challenges and benefits associated with teachers’ utilisation of colour-based resources in Foundation Phase classrooms. These findings may be considered and placed in perspective when teachers engage with learners and the CAPS curriculum to ensure supportive teaching and learning practices. Identified challenges may be addressed as opportunities where teachers can apply critical and creative thinking skills and build collaborative teacher relationships to overcome these challenges related to the utilisation of colour-based resources in Foundation Phase classrooms.en_ZA
dc.description.availabilityUnrestricteden_ZA
dc.description.degreeMEd (Educational Psychology)en_ZA
dc.description.departmentEducational Psychologyen_ZA
dc.identifier.citation*en_ZA
dc.identifier.urihttp://hdl.handle.net/2263/83475
dc.language.isoenen_ZA
dc.publisherUniversity of Pretoria
dc.rights© 2019 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.
dc.subjectColour Vision Deficiencyen_ZA
dc.subjectColouren_ZA
dc.subjectTeaching and Learningen_ZA
dc.subjectFoundation Phase classroomsen_ZA
dc.subjectTeachersen_ZA
dc.subjectUCTD
dc.subject.otherSustainable Development Goals (SDGs)
dc.subject.otherSDG-04: Quality Education
dc.subject.otherEducation theses SDG-04
dc.titleTeachers’ utilisation of colour in Foundation Phase classroomsen_ZA
dc.typeMini Dissertationen_ZA

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