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From policy to practice: preparing Namibian teachers to teach mother tongue literacy
Thesis (PhD)--University of Pretoria, 2017.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2018
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| _version_ | 1867613567628345344 |
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| access_status_str | Open Access |
| author2 | Weber, K.E. |
| author_browse | Weber, K.E. |
| author_facet | Weber, K.E. |
| 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:2263/68010 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:12.302Z |
| 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:2263/68010 From policy to practice: preparing Namibian teachers to teach mother tongue literacy Weber, K.E. u13293240@tuks.co.za Amukushu-Niipare, Kakunde UCTD Unrestricted Mother tongue literacy Mother tongue instruction Literacy development Teacher preparation Literacy teaching Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Thesis (PhD)--University of Pretoria, 2017. The responsibility of teacher education in Namibia after independence was shared between the Colleges of Education and the University of Namibia (UNAM), with the Colleges of Education focusing on junior primary and junior secondary teachers, and UNAM on senior secondary teachers. In 2010, the Colleges of Education merged with UNAM, which meant that UNAM had to adapt its methodologies in order to prepare teachers for all the school phases. In 2011, UNAM introduced a teacher education programme (pre-primary and lower primary) to prepare teachers to teach in a Namibian language as the medium of instruction and thus successfully effect the transition from instruction in a Namibian language to instruction in English, in line with the goals of the Language Policy for Schools (1992). Therefore, for learners to acquire basic literacy skills, teachers should be skilled and competent in teaching in the mother tongue. Few studies have been conducted on teacher preparation for mother tongue literacy in developing countries such as Namibia. This study examines how the initial teacher education programme prepares student teachers to teach all four mother tongue language skills in Namibia. Data were collected through classroom observations, semi-structured interviews, focus group discussions and document analysis. The main findings include that the preparation of teachers was constrained by the lack of an institutional policy on African languages as a medium of instruction; the lack of prescribed books in African languages; and the limited use of a sociocultural approach in learning literacy. This study responds to the gap in mother tongue literacy teacher preparation by researching all the language skills teachers require. Moreover, it contributes to knowledge on how student teachers are prepared to teach mother tongue literacy in Namibia from a sociocultural approach. The study argues that teachers should have sufficient knowledge of the language used as a medium in schools and gives insight on the way student teachers practise mother tongue literacy in schools. bs2026 Education Management and Policy Studies PhD SDG-04: Quality education SDG-10: Reduced inequalities SDG-16: Peace, justice and strong institutions 2018-12-05T08:06:27Z 2018-12-05T08:06:27Z 2009/07/18 2017 Thesis Amukushu-Niipare, K 2017, From policy to practice: preparing Namibian teachers to teach mother tongue literacy, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/68010> S2018 http://hdl.handle.net/2263/68010 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 Unrestricted Mother tongue literacy Mother tongue instruction Literacy development Teacher preparation Literacy teaching Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 From policy to practice: preparing Namibian teachers to teach mother tongue literacy |
| title | From policy to practice: preparing Namibian teachers to teach mother tongue literacy |
| title_full | From policy to practice: preparing Namibian teachers to teach mother tongue literacy |
| title_fullStr | From policy to practice: preparing Namibian teachers to teach mother tongue literacy |
| title_full_unstemmed | From policy to practice: preparing Namibian teachers to teach mother tongue literacy |
| title_short | From policy to practice: preparing Namibian teachers to teach mother tongue literacy |
| title_sort | from policy to practice preparing namibian teachers to teach mother tongue literacy |
| topic | UCTD Unrestricted Mother tongue literacy Mother tongue instruction Literacy development Teacher preparation Literacy teaching Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 |
| url | http://hdl.handle.net/2263/68010 |