- Title
- Pedagogical practices teachers use to teach reading lessons in the junior primary phase in Kavango West region’
- Creator
- Shimafo, Hildegard
- ThesisAdvisor
- Moore, Bev
- ThesisAdvisor
- Musara, Ellison
- Subject
- Reading (Primary) Namibia Kavango West
- Subject
- Pedagogy
- Subject
- Extensive reading
- Subject
- Primary school teachers Namibia Kavango West
- Subject
- School children Books and reading Namibia Kavango West
- Date
- 2023-03-30
- Type
- Academic theses
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10962/408762
- Identifier
- vital:70523
- Description
- Learning to read for meaning and enjoyment in the Junior Primary phase is an essential goal for every child during their primary schooling. Despite this, reading for meaning and enjoyment in the Namibian context, specifically for primary learners, remains a concern. Current research suggests that there are very few studies that have been done in Namibia that examine the pedagogical practices of Junior Primary teachers to develop learners’ reading competence. In view of that, this study focused on the pedagogical practices of Junior Primary teachers in mediating reading in their classrooms. The study is a qualitative interpretive case study using observation and interviews as tools to generate in-depth data on how teachers teach reading. The study sample comprised of three Junior Primary teachers from Grades 1-3 who participated in this study. The selection criteria were based on historical background and the culture of teaching reading lessons for Grade 1-3 teachers. The study revealed some factors that impede the teaching of reading. Amongst them are a lack of in-service training, language barriers, and the lack of resources. The study found that English used as the LoLT (Language of Learning and Teaching) at the school where the study took place made it difficult for the teachers to convey the correct information to the learners due to a lack of proficiency. The study revealed that this situation limited most of the learners’ reading opportunities. Theory of Practice Architecture (ToPA), in particular by Kemmis and Grootenboer (2008), was used as an explanatory and analytical tool. This research asked the questions: 1.What pedagogical practices do Junior Primary teachers employ to mediate reading? and 2. What factors enable and constrain the pedagogical practices of teachers? As a way forward, this study recommends for a compulsory reading program be instituted at Higher Education Institutions responsible for teacher education. This should empower the teachers to enter a Junior Primary classroom with more confidence to teach the various reading components. This study recommends continuous in-service courses for teachers. The study further recommends that the Ministry of Education, Arts and Culture make provisions for textbooks in all schools for all learners if the learners reading performance is to improve in Namibia.
- Description
- Thesis (MEd) -- Faculty of Education, Education, 2023
- Format
- computer, online resource, application/pdf, 1 online resource (148 pages), pdf
- Publisher
- Rhodes University, Faculty of Education, Education
- Language
- English
- Rights
- Shimafo, Hildegard
- Rights
- Use of this resource is governed by the terms and conditions of the Creative Commons "Attribution-NonCommercial-ShareAlike" License (http://creativecommons.org/licenses/by-nc-sa/2.0/)
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | SHIMAFO-MED-TR23-15.pdf | 1 MB | Adobe Acrobat PDF | View Details |