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Cekiso, Madoda; Meyiwa, Thenjiwe; Mashige, Mashudu – South African Journal of Childhood Education, 2019
Background: The perception that educating learners using their mother tongue contributes positively to educational and learning outcomes is well documented. Aim: This study explores the purported benefits of employing the mother tongue in teaching Foundation Phase (FP) learners. Specifically, the study focuses on an examination of the experiences…
Descriptors: Foreign Countries, Elementary School Teachers, Teaching Experience, Language of Instruction
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Marais, Elma; Nel, Carisma; Dlavane, Dolly – South African Journal of Childhood Education, 2019
Background: Universities, specifically faculties of education, have the responsibility to ensure that student teachers are introduced to the complexities involved in planning conceptually sound, coherent and cohesive lessons. Objectives: The objectives of this study were to determine how prepared students teachers are to plan children's literature…
Descriptors: Case Studies, Questioning Techniques, Childrens Literature, African Languages
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Green, Whitfield; Parker, Diane; Deacon, Roger; Hall, Graham – South African Journal of Childhood Education, 2011
The study reported in this paper investigated foundation phase teacher provision by the public universities in South Africa, with a view to carefully and accurately determine the extent to which foundation phase teacher provision matched national as well as provincial needs. The study draws on data obtained through a survey of teacher provision at…
Descriptors: Foreign Countries, Public Colleges, Early Childhood Education, Preservice Teachers