A tool to enhance the planning of children’s literature lessons for Setswana as Home Language

Abstract

Background: Universities, specifically faculties of education, have the responsibility to ensure that student teachers are introduced to the complexities involved in planning conceptually sound, coherent and cohesive lessons.

Objectives: The objectives of this study were to determine how prepared students teachers are to plan children’s literature and develop a tool for use by teachers specializing in Setswana to support them when planning and preparing for children’s literature lessons.

Methods: A Qualitative case study design was chosen for this study.

Results: The results of this study indicated that primary pre-service teachers in South Africa do not receive cohesive and coherent as well as intensive preparation in the planning of lessons focusing on children’s literature. In addition, most primary pre-service teachers were not familiar with the titles, some genres and levelled questioning techniques used in planning children’s literature lessons. The results indicated that student teachers studying at a distance and specialising in Setswana as a Home Language were experiencing difficulties relating to the literature planning and preparation.

Conclusion: Skillful planning, entails taking into account the knowledge and developmental level of learners, their specific social and cultural contexts, knowledge of subject matter and learning goals, as well as knowledge of teaching strategies and practices.