Early Childhood Education (ECE) in South Africa : Black student teachers’ views on push and pull forces in their training

Although the Black student population in South Africa now amounts to 72% of student enrolments in higher education, the same trend is not experienced in early childhood education (ECE). Research suggests that cultural and linguistic differences between home communities and university settings as well as meeting the academic demands of an institution that is unfamiliar with students‟ home languages and cultures can be overwhelming. Using the Force Field Model of Professional Development as a theoretical lens, the experiences of Black students are explored at a previous White university. Findings from focus group interviews indicate that financial restraints, unfamiliar teaching practices and language barriers are amongst the factors that are experienced as barriers and could serve as reasons for the low enrolment in ECE.http://jas.sagepub.comhb2016Early Childhood Educatio

A bird’s eye view on the status of the module “life skills” in the foundation phase at higher education institutions in South Africa

This paper explores how the foundation phase subject area of “life skills” is being offered at (n= 9) higher education institutions (HEIs) in South Africa. The aim of the study, about which we report, was to identify similarities and differences in the curricula offered at these institutions and to establish the extent to which the different modules attend to the various aspects of life skills according to the most recent national curriculum. We conducted semi-structured interviews with participants who teach the subject at universities and we also analysed curriculum documents. We worked with a purposive sample of 9 respondents from the respective universities. The study found that although universities use the CAPS (national curriculum) document as guideline for structuring their curricula in teacher education programmes, some participants indicated that they follow an integrated approach, thereby implying that the different components of the school curriculum as outlined in the CAPS document are not specifically accommodated within their programmes. An additional finding was that there is a vast difference in the range of credits allocated to the various aspects of life skills that may restrict social mobility between various HEIs.http://www.sajce.co.za/index.php/sajceam2016Education Management and Policy Studie

Institutional factors that affect black South African students' perceptions of Early Childhood Teacher Education

Black students account for over 72% of enrolments in higher education, but only a small percentage of them choose Early Childhood Education (ECE) as a field of study and complete the qualification. The purpose of this study was to examine, from the perspective of black ECE students, why so few of them enrol in this particular programme at a historically white university. Through a qualitative, case study approach the reasons for the low enrolment and completion rates were investigated. Participants mentioned that recruitment for this programme, particularly in rural areas should be improved. They also pointed out the higher prestige of other career options, the linguistic challenges they face, the cost of university education and early teacher education in particular, as well as access to transport and resources as barriers to recruitment and retention. Their recommendations for higher enrolment rates included the use of black students to recruit in rural and in township areas, increased funding for bursaries, and more culturally sensitive pedagogies in early childhood teacher education.http://www.sajournalofeducation.co.zaam201

The influence of familial and schooling experiences on the acculturation of immigrant children from Zimbabwe

The challenges confronting neighbouring South African countries such as Zimbabwe continues to increase as a result of the economic down turn it experiences. Consequently people are forced to break barriers in order to cross to South Africa in an attempt to settle down. Their settlement in South Africa presents the reality that their children have to attend South African schools with the attendant challenges and opportunities. Not much is known about how the children of immigrants from Zimbabwe acculturate to the school environment and the South African cultures. Utilising a qualitative case study approach, legitimate peripheral participation, semistructured interviews and observation, this paper explores the impact of familial and school experiences of immigrant children from Zimbabwe on their acculturation to the school environment and the society of sojourn. The study sample consisted of four male immigrant children from Zimbabwe and their parents. The study revealed that familial dynamics seemed to predispose Zimbabwean immigrant children to receive incessant protection in terms of the culture to adopt and the culture to refuse. They were trained at the home front to imbibe their home-based culture and not to inculcate the mainstream culture.http://www.mcser.org/journal/index.php/mjssam201

Factors facilitating the adjustment of immigrant children from Zimbabwe in the foundation phase to South African schools

This paper explores the effects of the encounter between the host and home cultures on Zimbabwean immigrant children’s acculturation and academic performance in the Foundation Phase in two South African primary schools. The study was qualitative, and made use of case study and narrative inquiry as methodology. Data were collected using interviews, field notes and observation techniques, analysed via document and content analyses. The sample consisted of four immigrant children from Zimbabwe, their parents and teachers. Utilising the communities of practice (Wenger, 1998) and legitimate peripheral participation frameworks, results from the study reveal the following. First, amiable teacher-learner relationships enhanced the adjustment of immigrant children from Zimbabwe in the Foundation Phase to the academic regimen of the schools. Second, adjusting to the school environment can be complicated for immigrant children when they are not acquainted with the language of communication, indigenous South African languages and the academic regimen of the school. Third, linguistically disadvantaged immigrant devised own means of communicating with peers in their communities of practice.http://www.mcser.org/hb201

Teachers' experiences in teaching HIV and AIDS education in Masvingo district, Zimbabwe

This study explored teachers’ experiences in teaching HIV and AIDS as a subject in secondary schools in Zimbabwe. The Concerns-Based Adoption Model (CBAM) guided the study. Twenty teachers, four school heads and two Ministry of Education officials in Masvingo district comprised the sample. A qualitative research design was applied. Data were collected via individual interviews, focus group interviews and open-ended questionnaires. The study found that teachers had diverse experiences in teaching HIV and AIDS. All twenty teachers (100%) experienced frustration, lack of direction, being overburdened and fear regarding teaching HIV and AIDS. Some teachers 15 (75%) experienced the subject as sensitive. Yet others experienced uncertainty and insecurity. 14 (70%) teachers experienced lack of information and confusion regarding the subject and its execution thereof. Overall, there were inconsistencies regarding teacher experiences in executing the subject due to lack of professional qualifications and the non-availability of policy and curriculum documents. It is recommended that the Ministry should become proactive in developing teachers’ knowledge and skills through ongoing professional development. HIV and AIDS teachers should lessen negative affects and low self efficacy. School heads should provide resources and develop teachers’ experiences in HIV and AIDS so that the subject area is well received in schools.http://jeteraps.scholarlinkresearch.orghb201

The influence of ecosystemic factors on black student teachers' perceptions and experience of early childhood education

The low enrolment and pass rate of black students motivated this study to explore how the ecosystemic factors influenced black student teachers' perceptions and experiences of early childhood education (ECE) at a former white university. The study aimed to understand black student teachers' perceptions and experiences of ECE; to provide recommendations to strengthen the ECE programme in order to meet the needs of the black students it serves; and finally to gain insight in order to address the need to recruit and retain black students. Qualitative research methods, such as 'photo voice' (Olivier, Wood and De Lange 2009), narratives and semi-structured interviews were conducted and examined through the theoretical lens of Bronfenbrenner's ecological systems theory. Initial analysis of the data revealed several categories, such as perceptions of career, status and programme; financial implications; support; and current experiences. Thereafter, further interpretation of the data explicated the following themes: 'history', 'it's all about money', 'community', 'cultural relevance' and 'me, myself and others'.http://www.sajhe.org.za/2015-07-30hb201

Teacher perspectives and practices in teaching English reading comprehension to Grade 2 First Additional Language Learners

English reading comprehension is an educational challenge worldwide, and South Africa is no exception. English as First Additional Language (FAL) is very significant in South Africa. Learners require specialised support by teachers to overcome the language barrier and comprehend what they read in English as their first additional language. This aspect of overcoming the language barrier in EFAL lead to the study which was conducted to investigate the teacher perspectives and practices in teaching English reading comprehension to Grade 2 First Additional Language Learners. This qualitative study was undertaken through the interpretive paradigm and a case study research design was used. The research sites included three independent English schools in the Gauteng Province, South Africa. The data collection strategies included individual semi-structured interviews and classroom observations of the teachers teaching English reading comprehension. In addition, a reflective journal was kept by the researcher to document the participants’ body language during the interviews and observations. The data were analysed by making use of thematic coding. Findings revealed the pre-comprehension strategies, classroom practices, resources used in teaching English reading comprehension and ways to make reading fun that teachers use to teach English reading comprehension to Grade 2 FAL learners. These strategies and practices are discussed in light of the various stages of the reading process – as reflected in a reading comprehension teaching framework. Teachers can use this framework to address the key challenges in teaching FAL learners.http://www.ajol.info/index.php/jltam2021Early Childhood Educatio

Teaching reading comprehension to Grade 3 Tshivenda-speaking learners

The main objective of the study was to explore how teachers teach reading comprehension to Grade 3 Tshivenda-speaking learners. This qualitative study was prompted by the low levels of reading amongst these Grades 3 learners in South Africa. Three schools, each with two Grade 3 classes, were selected in this study. Data from individual interviews with teachers, focus group interviews and classroom observations revealed that there were a number of factors that contributed to the Grade 3 learners‟ poor performance in reading comprehension. It is recommended that teacher education programmes should be improved and that Tshivenda reading resources be made available, as these are currently extremely limited. The study also indicated that the best way to teach reading comprehension is by teaching learners a variety of strategies that they can use in order to self-regulate their comprehension when reading.http://journals.co.za/content/journal/jedsam2017Early Childhood Educatio

Teachers’ perceptions and value of Yoruba as a medium of instruction in primary 3 classes

Yoruba is one of the languages recognised in Nigeria to be used as medium of instruction in the lower primary classes as stipulated by the Nigerian National Policy on Education. This study investigated how teachers experience the use of Yoruba as medium of instruction in primary classes. The study was qualitative thus employed the one-on-one interview schedule, semi- structured observation schedule and document analysis as data collection instruments. The participants included 10 primary three teachers in two primary schools. The findings revealed amongst others that despite lack of support from the government teachers have taken it upon themselves to promote Yoruba and make it accessible to learners. The study recommended that the government should do more to provide workshops and relevant materials for teaching.http://www.krepublishers.com/02-Journals/IJES/IJES-00-0-000-000-2009-Web/IJES-00-0-000-000-2009-1-Cover.htmhb201