Original Research

Searching for research results to inform the design of an initial professional teacher education programme for the foundation phase: A systematic review

Lucinda du Plooy, Mphumzi Zilindile, Zubeida Desai, Benita de Wet, Lorna Holtman, Cyril Julie, Nadine Moolla, Vuyokazi Nomlomo
South African Journal of Childhood Education | Vol 6, No 1 | a285 | DOI: https://doi.org/10.4102/sajce.v6i1.285 | © 2016 Lucinda du Plooy, Mphumzi Zilindile, Zubeida Desai, Benita de Wet, Lorna Holtman, Cyril Julie, Nadine Moolla, Vuyokazi Nomlomo | This work is licensed under CC Attribution 4.0
Submitted: 20 May 2015 | Published: 30 June 2016

About the author(s)

Lucinda du Plooy, Faculty of Education, University of the Western Cape, South Africa
Mphumzi Zilindile, Faculty of Education, University of the Western Cape, South Africa
Zubeida Desai, Faculty of Education, University of the Western Cape, South Africa
Benita de Wet, Faculty of Education, University of the Western Cape, South Africa
Lorna Holtman, Director of Postgraduate Studies, University of the Western Cape, South Africa
Cyril Julie, Faculty of Education, University of the Western Cape, South Africa
Nadine Moolla, Faculty of Education, University of the Western Cape, South Africa
Vuyokazi Nomlomo, Faculty of Education, University of the Western Cape, South Africa


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Abstract

This article reports on a systematic review conducted to inform the development of a professional teacher education programme for the foundation phase of schooling. The research question was: What do quality research studies identify as the components and/or characteristics of quality teacher education for the foundation phase programmes that allow new teachers to begin to teach for epistemological access. A search for systematic reviews on educational programmes related to foundation phase for initial teacher education was conducted for the period between 1980 and 2011. The researchers added Stage 0 as a fifth step to the traditional four-step systematic review process. Stage 0 or quasi-tertiary review allowed us to present substantive findings of the identified systematic reviews and to explore their methodological quality. From the initial 2876 hits (mostly health and medical studies), only 19 studies were related to the educational field. Only three of the 19 studies were finally accepted as eligible at Stage 0. None of the reviews directly addressed programme design but contained elements that were considered as useful when designing programmes. The present study makes it clear that there is a dearth of research on entire programmes related to initial teacher education for foundation phase teachers. 


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1. Disparate understandings of the nature, purpose and practices of reflection in teacher education
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doi: 10.4102/sajce.V8i1.599