Exploring challenges faced by grade four teachers in the implementation of reading practices in the Mano'mbe Circuit of the Mopani district (original) (raw)
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2015
This study investigated how Basic Education Teaching Diploma (BETD) graduate teachers applied teaching methods of reading that they were taught at college in their teaching of reading in schools. Using a qualitative case study approach, a non-probability convenience sampling method was employed to select 19 teachers from 5 primary schools in Rundu Circuit, Kavango Region of Namibia. To find out how the selected teachers used the teaching methods they were taught at college. Data were collected from them through face-to-face semi-structured interviews and focus group discussions. Results of the study revealed that the majority of the respondents did not use the methods to teaching reading that they were taught at the College. In fact about 21% of the respondents did not recall the teaching methods taught to them at college. Instead, the majority of them used methods to teaching reading that were ad hoc and unsupported by literature. In teaching reading most of the respondents faced c...
2020
The purpose of this research is to explain the understanding of teachers about the method of teaching reading comprehension, the techniques that are widely used, the challenges encountered by the teacher and the approaches that have been found to solve these problems. This used the template of the survey using a hybrid approach, where the results were gathered in quantitative and qualitative terms. The subjects of this research were 35 junior high school English teachers in Ambon city. The data collection method was questionnaire, survey and assessment checklist. The findings revealed that the technique plays a significant role in English reading practices; the techniques enable teachers to conduct their teaching tasks faster and well-arranged. Mostly, students use speaking aloud, summarization, vocabulary development, skimming, and testing. In the end, the teachers themselves and the students were faced with the challenges of using the technique in the teaching and learning process...
Investigating teaching strategies for reading in the Motheo Education District
Journal for Language Teaching, 2021
This study investigated the English FAL teachers’ knowledge and their use of reading methods. A mixed method approach was followed, where both qualitative and quantitative research methods were combined. Qualitative methods preceded quantitative methods. During the first phase of the study 8 teachers who teach English FAL in the intermediate phase were interviewed. For the second phase of the study, a questionnaire was distributed to 80 teachers in the different towns in the Motheo education district. Most of the participants teach in the township schools where the learners learn in English and also do English as FAL. Qualitative data was analysed thematically, while quantitative analysis involved the use of descriptive analysis. The research findings imply the following: teachers have a superficial knowledge of reading methods and the main components of reading, there are other factors that affect the teaching of reading, and manyteachers still shy away from infusing technology i...
Teachers‟ belief system in teaching reading and their classroom practices has an impact on literacy achievement and willingness to engage with literacy-related activities. Research suggests numerous views to account for the influence on practice of teachers‟ beliefs. Teachers‟ beliefs affect not only their teaching, but also filter new input, suggesting significant implications for the implementation of educational innovations and teacher development. This research sets out to gain insight into teachers‟ beliefs of teaching reading and their classroom practices in EFL. A case study of 40 EFL teachers from eight high schools in two Oromia regions selected purposefully and conveniently. One of the data gathering instruments in this case study was a questionnaire that inquires the participants‟ beliefs of teaching reading related to the classroom practices and how these beliefs influence their classroom practices in teaching reading. In addition to the questionnaire, and an FGD with participants were held to examine their beliefs in detail. Finally, in order to see whether participants‟ beliefs matched with their actual practices in their classrooms or not, the sample courses of theparticipants and the students were observed and recorded for triangulation for the data. The classroom observations of the courses as well as the recordings of those courses were also examined by the researchers, and the findings were verified by another co-rater in order to increase the trustworthiness of the data. The analysis of responses of participants to the questionnaire, recorded classroom observations and interviews were presented qualitatively in the findings section. Results of the study showed that EFL teachers hold their own belief system of teaching reading; however their belief was incongruently implemented in the classroom. Finally, the study provides some recommendations to the subjects which could help to improve their everyday classroom practices to ongoing critical reflection. Key Words: Teachers‟ Beliefs System, Beliefs, Teaching Reading, Classroom Practices, High Schools
Teachers’ Strategies in Teaching Reading at Junior High Schools in Sirimau Sub-District
2020
The purpose of this research is to explain the understanding of teachers about the method of teaching reading comprehension, the techniques that are widely used, the challenges encountered by the teacher and the approaches that have been found to solve these problems. This used the template of the survey using a hybrid approach, where the results were gathered in quantitative and qualitative terms. The subjects of this research were 35 junior high school English teachers in Ambon city. The data collection method was questionnaire, survey and assessment checklist. The findings revealed that the technique plays a significant role in English reading practices; the techniques enable teachers to conduct their teaching tasks faster and well-arranged. Mostly, students use speaking aloud, summarization, vocabulary development, skimming, and testing. In the end, the teachers themselves and the students were faced with the challenges of using the technique in the teaching and learning process. The approaches used by teachers to solve the challenges were enhancing students' knowledge of vocabulary, inspiring pupils, and introducing different methods for teaching literacy. Teachers need to expand their understanding of techniques in the teaching and learning process.
Teachers’ perceptions of reading instruction in selected primary schools in the Eastern Cape
Reading & Writing, 2017
Background: There is a general outcry that too many South African Foundation Phase (Grades 1–3) teachers do not know how to teach reading and are currently teaching reading in an ad hoc, unsystematic way.Objectives: In response to this, this study explored the Foundation Phase teachers’ perceptions of their role in teaching reading. The focus was on the relevance of the initial training, awareness of reading strategies and how these strategies were reflected in their classroom practice.Method: The study was qualitative in nature and a case study design was followed. Semi-structured interviews were conducted with nine teachers who were purposively selected from three public schools. Content analysis was used to analyse the data.Results: Regarding the initial training programme, teachers received at tertiary institutions, the findings of the study showed that the majority of teachers were not adequately prepared to teach reading and to deal with learners who experience problems in rea...
Science, Technology and Arts Research Journal, 2016
This study examined the practices and challenges of teaching assessment in Dona Berber Primary School. Twelve grade 4 students were selected using simple random sampling technique and an English teacher and a school supervisor were selected by available sampling. Structured Classroom Observati checklist, reading skills test and unstructured interview were used as data collecting instruments. The quantitative data were analyzed using percentage whereas the qualitative ones were narrated. The quantitative data disclosed lower student scores, while the qualitative data showed that reading strategies were not infused in the reading lessons. The result also showed that the reading skills assessment was poorly addressed. Therefore, it is recommended that those who are in the decision line shall work to create a reasonable balance between reading strategies and assessment.
Asia Pacific Journal of Education, Arts and Sciences, 2018
This study explored challenges facing teachers in developing standard one and two pupils with reading skills in two selected districts in Dodoma region in Tanzania. Two specific objectives guided the study that purposively engaged standard one and two teachers of the four selected public primary schools. Phenomenographic design was used to achieve the study purpose through the semi-structured interview. Qualitative data analysis through coding and category formation, despite the fact that teachers held positive view with the curriculum content for teaching reading skills, a number of challenges were identified. Such challenges are poor infrastructures (clean and safe water, school meals, and inadequate desks); insufficient number of teachers; insufficient teaching and learning materials; regular curriculum change, overcrowded classrooms, and poor family income were identified as key challenges impacting effective teacher's instruction. The study also found teachers using strategies that can hardly help pupils particularly those struggling to read become good readers. The study recommends among many, deployment of teachers with particular focus in teaching lower grades and construction of more classes to reduce pupils being overcrowded in one classroom.
JL3T ( Journal of Linguistics, Literature and Language Teaching), 2019
Learning a language is different from acquiring it. To learn a language, all necessary skills are required. However, reading, a receptive skill, remains one of those four skills needed for language learning. As teachers of English, all efforts must be put forward in order to improve the teaching of reading through required strategies for effective teaching. This study however centers on effective teaching strategies of reading among secondary schools in Moro Local Government Area of Kwara State. In order to achieve this, questionnaire was used to elicit information on the respondents so as to be able to gather all necessary information needed for this study. The sample consists of Sixty (60) English language teachers who were randomly selected across twenty (20) randomly selected Junior and senior secondary schools in Moro Local Government Area of Kwara State. Data were analysed using descriptive and correlation statistics. The findings of the study revealed that the use of flash-ca...