Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Teacher training guidelines for curriculum differentiation in a Foundation Phase programme
Thesis (PhD)--University of Pretoria, 2017.
Saved in:
| Other Authors: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
University of Pretoria
2018
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613627975991296 |
|---|---|
| access_status_str | Open Access |
| author2 | Steyn, Miemsie G. |
| author_browse | Steyn, Miemsie G. |
| author_facet | Steyn, Miemsie G. |
| collection | Thesis |
| dc_rights_str_mv | � 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2017. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/65439 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:09.918Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/65439 Teacher training guidelines for curriculum differentiation in a Foundation Phase programme Steyn, Miemsie G. ledwag@unisa.ac.za Sefotho, Maximus Monaheng Ledwaba, Raesetja Gloria UCTD Curriculum differentiation Full-service schools Learning support Inclusive education Education theses SDG-04 Education theses SDG-05 Education theses SDG-10 Thesis (PhD)--University of Pretoria, 2017. Schools globally are characterised by an increasingly diverse learner population in terms of age, gender, language, socio-economic background, cultural practices and learning abilities. The diverse needs of learners in schools have implications for teacher training, as it demands a shift from the traditional “one-size-fits-all” approach to a more inclusive approach. Because teachers play a significant role in addressing diversity among all learners, several teacher-training programmes have been implemented worldwide since the inception of inclusive education. The main purpose of these programmes is to ensure that teachers acquire the relevant knowledge and skills to meet the learning needs of all learners in schools. One of these skills pertains to curriculum differentiation for making the curriculum accessible to all learners irrespective of their abilities. This research investigation was rooted in Bronfenbrenner’s ecological model. Situated in the interpretative paradigm, the study adopted a qualitative approach. A multiple case study research design was employed to investigate nine Foundation Phase teachers from rural, township, and former Model C full-service schools. All of them had completed the BEd (Hons) in Learning Support programme at one of South Africa’s major universities. Semi-structured face-to-face individual interviews were conducted, and a document analysis was used to explore participants’ understanding and implementation of curriculum differentiation. The analysis of the study revealed that teachers who had completed the BEd (Hons) in Learning Support programme had the necessary theoretical knowledge of the concept of curriculum differentiation. However, most of them faced difficulties regarding the understanding and implementation of curriculum differentiation. The study also showed that teachers did not make use of official documents that guide and explain the differentiation of school curriculum to meet the diverse needs of learners in full-service schools. In the light of these findings, five sets of recommendations were made in ensuring the effective implementation of curriculum differentiation in schools in order to make the curriculum accessible to all learners. dzm2026 Early Childhood Education PhD Unrestricted SDG-04: Quality education SDG-05: Gender equality SDG-10: Reduced inequalities 2018-07-13T06:44:27Z 2018-07-13T06:44:27Z 2018/04/25 2017 Thesis Ledwaba, GG 2017, Teacher training guidelines for curriculum differentiation in a Foundation Phase programme, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/65439> A2018 http://hdl.handle.net/2263/65439 en � 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Curriculum differentiation Full-service schools Learning support Inclusive education Education theses SDG-04 Education theses SDG-05 Education theses SDG-10 Teacher training guidelines for curriculum differentiation in a Foundation Phase programme |
| title | Teacher training guidelines for curriculum differentiation in a Foundation Phase programme |
| title_full | Teacher training guidelines for curriculum differentiation in a Foundation Phase programme |
| title_fullStr | Teacher training guidelines for curriculum differentiation in a Foundation Phase programme |
| title_full_unstemmed | Teacher training guidelines for curriculum differentiation in a Foundation Phase programme |
| title_short | Teacher training guidelines for curriculum differentiation in a Foundation Phase programme |
| title_sort | teacher training guidelines for curriculum differentiation in a foundation phase programme |
| topic | UCTD Curriculum differentiation Full-service schools Learning support Inclusive education Education theses SDG-04 Education theses SDG-05 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/65439 |