دورية أكاديمية
The Challenge of Incorporating New Methods: The Case of Group Guided Reading in South Africa
| العنوان: | The Challenge of Incorporating New Methods: The Case of Group Guided Reading in South Africa |
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| اللغة: | English |
| المؤلفون: | Ntsikohlanga Anthony Kitsili (ORCID |
| المصدر: | South African Journal of Education. 2024 14(1). |
| الإتاحة: | Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/indexTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 10 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| الواصفات: | Foreign Countries, Reading Instruction, Elementary School Students, Elementary School Teachers, Teaching Methods, Ability Grouping, Small Group Instruction, Class Size, Context Effect, Knowledge Level, Pedagogical Content Knowledge |
| مصطلحات جغرافية: | South Africa |
| تدمد: | 0256-0100 2076-3433 |
| مستخلص: | Background: South Africa is a country with a reading crisis: 81% of Grade 4 learners are unable to read for meaning in Grade 4. Teaching methods and practices have been identified as a primary cause; there is an over-reliance on choral methods, very little focus on meaning, weak feedback and assessment, and little interaction with books. Aim: This article reports on the kinds of knowledge required to teach Group Guided Reading (GGR) and the extent to which teachers enacted this knowledge in their practice, using Shulman's (1987) knowledge categories. Setting: The research was carried out in three no-fee, township primary schools where isiXhosa was the language of learning and teaching (LoLT), in the Eastern Cape, South Africa. Methods: The research took the form of a case study of three teachers, who were given support, including coaching, to implement GGR. Data were generated through classroom observation and stimulated recall interviews using videos; the data were analysed using Shulman's knowledge categories (1986, 1987). Results: Teachers demonstrated sufficient pedagogical content knowledge (PCK) to put GGR into practice. However, no assessment was observed, and two of the teachers chose not to put the learners into reading ability groups, both of which are core elements of GGR. Conclusion: New methods of teaching do not always take account of local circumstances. Contribution: Group Guided Reading was developed in countries where classes are small, and classrooms are spacious and well-equipped. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1425867 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0256-0100 2076-3433 |
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