Teacher perspectives on learner transitioning from the Foundation to the Intermediate Phase in public schools

Abstract

Abstract Transitions are an integral part of the educational journey, marking significant milestones for learners as they progress from one stage to another. Like many other nations, South Africa faces unique challenges and opportunities in transitions and learner performance in schools due to its diverse population and complex educational landscape. A successful transition in any educational system hinges on the quality of teaching and its teachers, who are undeniably the most critical resources in schools as they play a pivotal role in shaping the educational experience of learners. The study argues that poorly managed transitions into Grade Four classrooms can negatively impact academic development, and the role of teachers in guiding learners cannot be understated. Their perspectives, attitudes and beliefs create the environment where learners learn and grow and ultimately achieve successful transitions, setting the stage for a lifetime of academic and personal success. Understanding how transitions affect learner performance is not only a matter of educational interest but is also intertwined with broader social and economic implications. Using Bronfenbrenner’s ecological model, the study investigated teachers’ perspectives on learners transitioning from the Foundation Phase to the Intermediate Phase in South African public schools. The interpretive-constructivist research approach included multiple case studies of three township schools. This qualitative multiple-case study used semi-structured interviews, document analysis and field notes as data-collecting methods. Twenty-four participants were interviewed, and documents and field notes were analysed to gain insights into the dynamics surrounding this phase transition. The study highlights Grade Four transitions as challenging, requiring all stakeholders to view learners as components of a system made up of interconnected and dynamically interacting aspects. If not managed properly, transition into Grade Four classrooms may delay or sometimes permanently affect the learners’ academic development. The study also provides recommendations for improving teacher pedagogy during the transition period to make the transition successful.