Infusing 21st-century competencies into scripted foundation phase literacy lessons

Abstract

Background: Despite large-scale interventions aimed at developing literacy skills, children’s reading competence levels in South Africa continue to remain an area of concern. In addition, the need to prepare learners for the increased demands of a fast-changing world of learning and working is gaining attention in educational policy and practice.

Aim: Using a qualitative multi-site case study research design, the authors aimed to explore teachers’ understanding and enactment of scripted literacy lessons that are designed to promote 21st-century competencies.

Setting: Five Grade 1 teachers were selected from four schools, three of which are in peri-urban and the other in a township area.

Methods: Data were generated in two phases across three teaching cycles. In the first phase, lessons were observed and recorded on video. The second phase consisted of stimulated recall interviews (SRIs) in which teachers commented on their recorded lessons.

Results: The findings showed that when teachers had relevant prior knowledge of specific competencies, they were better positioned to leverage these as a basis for their lessons. However, the findings also indicated that teachers’ entrenched methods and ways of thinking were obstacles for change.

Conclusion: Training and development opportunities should pay sufficient attention to the practicalities of changing pedagogies and using scripted lesson plans.

Contribution: The findings contribute to knowledge on the affordances and challenges when designing training opportunities aimed at integrating 21st-century competencies into scripted literacy lessons.