The FITE for reading teaching : an examination of the initial training of senior primary teachers at a sample of institutions in England and South Africa
- Authors: McKellar, David William
- Date: 1992
- Subjects: Reading (Elementary) -- South Africa Reading (Elementary) -- Great Britain Teachers -- Training of -- South Africa Teachers -- Training of -- Great Britain
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1545 , http://hdl.handle.net/10962/d1003427
- Description: Primary school teachers are expected to teach reading. Whether they are adequately prepared to fulfil this role, particularly for those preparing to teach in the senior primary phase, is the concern of this thesis. Reading teaching models are useful to reading teaching course developers for devising initial training syllabuses. Such models are described, followed by an example of such a syllabus developed at Rhodes University. The Rhodes University model, described early in the thesis, is used as a background for the further consideration of aspects of reading teaching at other institutions. This model is also used as an instrument for assessing the pre-service teaching experience of student teachers. The study focuses on English speaking teacher training institutions where the majority of the student teachers are preparing to teach in English speaking primary schools. Because of the considerable influence of developments in England on South African English speaking teacher training institutions, reading teaching developments in England from 1972 to 1990 are described. The pioneering work of Cook and Moyle provides a background against which subsequent developments in reading teaching are traced. Reports produced by the Department of Education and Science provide many insights into the state of reading teaching in schools in England as well as developments in teacher training. The reading teaching courses at six teacher training institutions are examined - three in England and three in South Africa. The differences are considerable, particularly the amount of time allocated to reading teaching during the four years of initial teacher education and training common to the six institutions. Two cohorts of student teachers review and assess the Rhodes University reading teaching course in terms of the extent of its interest and value for them as prospective teachers, and the amount of time allocated to the course. The most disturbing finding of this study is the nature of reading teaching observed in schools by student teachers. It is suggested that if reading teaching in senior primary schools is to be improved, the deadlocked cycle needs to be broken by education authorities, teachers and teacher trainers resolving the problem jointly.
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Training in note making : the effects of a training scheme on first year teacher-training students
- Authors: Ferreira, Ignatius Leopold
- Date: 1992
- Subjects: Note-taking Teachers -- Training of Study skills
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1803 , http://hdl.handle.net/10962/d1003688
- Description: This research work is based upon a training technique devised and recommended by J. Smith (1985) in a pamphlet published by The British Historical Association. The technique involves training school pupils in the making of notes from text books and references and then selecting appropriate points to answer specific questions. The technique was slightly adapted and used on a small Experimental Group drawn from Black first year College of Education students at an Eastern Cape College. A Control Group from the same College received conventional lectures on two topicS from the first year college syllabus - the San and Khoi peoples of Southern Africa. The Experimental Group was given a brief training period in Smith's technique and then worked independently on extended reading passages on the same topics. Both groups received a similar introduction of a video tape on the San and a slide presentation on the Khoi. Both groups wrote the same final test after their learning experiences were over and both groups completed questionnaires on the initial visual input and on their reactions to the learning experience. Comparisons are drawn between the results and the students' reaction to those learning experiences.
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