Investigating 4th year student teacher preparedness for teaching inclusively in diverse Grade R classrooms.

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dc.contributor.authorDewa, Nokuthula Ntombiyelizwe
dc.date.accessioned2020-11-08T14:27:51Z
dc.date.available2020-11-08T14:27:51Z
dc.date.issued2020
dc.descriptionA dissertation submitted in partial fulfilment of the requirements for the award of the Degree of Masters in Inclusive Education of the University of the Witwatersrand, Johannesburg, 2020en_ZA
dc.description.abstractThis study aimed to investigate how pre-service teachers perceive the preparation they receive from an Initial Teacher Education (ITE) in one Higher Education Training (HET) institution in Gauteng. This investigation was intended to gain insight into how pre-service teachers are prepared for handling inclusive environments and to enact inclusive pedagogy in Grade R classrooms. This was viewed as fundamental in answering the claim that many learners enrol in Grade One underprepared for formal learning, which has a profound effect on the achievement gap between learners. To address this, data was collected from pre-service teachers using qualitative surveys, focus group, and individual interviews, both interview sets were semi-structured. All 4th-year Foundation Phase pre-service teachers were given equal opportunities to participate as respondents. Six pre-service teachers gave their consent to participate in the study. Data was gathered and analysed, which led to the emergence of four overarching themes. These were: (1) Importance of Grade R, (2) Perceptions of preparedness, (3) Understanding of concepts and (4) Experiences of pre-service teachers. The findings from the analysis were contrasted against the theoretical framework of inclusive pedagogical practice, which informs the study, leading to the following discoveries as key perceptions of preparedness. (i) Pre-service teachers view Grade R as important to both teachers and learners. (ii) Pre-service teachers perceive their school-based training as playing a role to some extent in their pedagogical practices. (iii) Pre-service teachers also perceive concepts such as; diversity, exclusion, inclusion, inclusive pedagogy and differentiation largely influencing their pedagogical practices. These study findings were contrasted with the research questions leading to the conclusion that although school-based training can influence teachers’ practices, more so teachers’ pedagogical practices are to a larger extent influenced by their preparedness. The study ended with some possible recommendations for future research.en_ZA
dc.description.librarianTL (2020)en_ZA
dc.facultyFaculty of Humanitiesen_ZA
dc.identifier.urihttps://hdl.handle.net/10539/30050
dc.language.isoenen_ZA
dc.schoolSchool of Educationen_ZA
dc.titleInvestigating 4th year student teacher preparedness for teaching inclusively in diverse Grade R classrooms.en_ZA
dc.typeThesisen_ZA
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