Original Research
Teachers’ beliefs about child participation in Grade R
Submitted: 17 March 2015 | Published: 24 June 2016
About the author(s)
Naseema Shaik, Faculty of Education and Social Sciences, Cape Peninsula University of Technology, South AfricaAbstract
The focus of this paper is to examine teachers’ beliefs about child participation in Grade R. Five Grade R teachers working with children between the ages of five and six participated in this study. Participants were interviewed about their epistemological beliefs on teaching and learning in Grade R and specifically the role of child participation in development at this grade level. Data were analysed deductively using typologies by Perry and Rokeach. The findings of this study showed that these teachers’ beliefs concerning child participation were complex, ‘messy’, context-bound and did not fall neatly into one category. Teachers’ views were multidimensional: primitive, dualistic, derived, multiplistic or relative. Teachers drew from different sources of experience and their own knowing to shape their thinking about children’s participatory roles in the Grade R experience and implementation of child participation. The findings show how teachers’ beliefs were influenced by issues of background, tradition, power and voice.
Keywords: teacher beliefs; Grade R; child participation
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Crossref Citations
1. “Başarılı bir öğretmenin çocukların katılımına önem vermesi gerektiğini düşünüyorum.”: Okulda Çocuk Katılımına İlişkin Fenomenolojik Bir Çalışma
Tugce AKYOL, Havva ERDEM
İnsan ve Toplum Bilimleri Araştırmaları Dergisi vol: 10 issue: 2 first page: 1655 year: 2021
doi: 10.15869/itobiad.820944