Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Teachers’ utilisation of colour in Foundation Phase classrooms
Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021.
Saved in:
| Other Authors: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
University of Pretoria
2022
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613482130604032 |
|---|---|
| access_status_str | Open Access |
| author2 | Botha, Karien |
| author_browse | Botha, Karien |
| author_facet | Botha, Karien |
| collection | Thesis |
| dc_rights_str_mv | © 2019 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 | Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/83475 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:50.758Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| 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:2263/83475 Teachers’ utilisation of colour in Foundation Phase classrooms Botha, Karien sonellebuytendag@gmail.com Gerneke, Sonelle Colour Vision Deficiency Colour Teaching and Learning Foundation Phase classrooms Teachers UCTD Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021. This study forms part of a broader research project situated within the Centre for Visual Impairment Studies (CVIS) at the University of Pretoria. It focuses on colour vision deficiency (CVD) with the aim of facilitating educational and social change as a possible outcome. The purpose of this study of limited scope was to explore and describe Foundation Phase teachers’ utilisation of colour to support teaching and learning in the Foundation Phase classrooms of the selected primary school in Pretoria, (Gauteng province). I followed a qualitative research approach, relied on interpretivism, and implemented a descriptive case study research design, while applying Participatory Reflection and Action (PRA) principles. I made use of a multi-method approach to data generation and documentation, where I included a PRA-based workshop, a member-checking session, visual data, field notes, reflective journaling, document analysis, and verbatim transcriptions of audio-recordings. Following inductive thematic analysis, three main themes and related sub-themes were identified. The first theme relates to the utilisation of colour-based resources to support the teaching and learning of Literacy, Mathematics and Life Skills in Foundation Phase classrooms. Utilising colour to support teachers’ classroom management skills was identified as a second theme, reflecting classroom organisational skills, the monitoring and evaluation of teaching practices, as well as establishing a positive learning environment. The third theme captured the value of the utilisation of colour within the Foundation Phase classroom to improve learners’ academic skills. It also highlighted the use of colour-based resources to focus learners’ attention, enhance learners’ cognitive skills and to develop learners’ listening and comprehension skills. The findings of my study of limited scope furthermore highlighted the different colour-based resources that were implemented to support teaching and learning, as well as the challenges and benefits associated with teachers’ utilisation of colour-based resources in Foundation Phase classrooms. These findings may be considered and placed in perspective when teachers engage with learners and the CAPS curriculum to ensure supportive teaching and learning practices. Identified challenges may be addressed as opportunities where teachers can apply critical and creative thinking skills and build collaborative teacher relationships to overcome these challenges related to the utilisation of colour-based resources in Foundation Phase classrooms. es2026 Educational Psychology MEd (Educational Psychology) Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-10: Reduced inequalities 2022-01-27T06:56:50Z 2022-01-27T06:56:50Z 2022-04 2021 Mini Dissertation * http://hdl.handle.net/2263/83475 en © 2019 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 | Colour Vision Deficiency Colour Teaching and Learning Foundation Phase classrooms Teachers UCTD Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Teachers’ utilisation of colour in Foundation Phase classrooms |
| title | Teachers’ utilisation of colour in Foundation Phase classrooms |
| title_full | Teachers’ utilisation of colour in Foundation Phase classrooms |
| title_fullStr | Teachers’ utilisation of colour in Foundation Phase classrooms |
| title_full_unstemmed | Teachers’ utilisation of colour in Foundation Phase classrooms |
| title_short | Teachers’ utilisation of colour in Foundation Phase classrooms |
| title_sort | teachers utilisation of colour in foundation phase classrooms |
| topic | Colour Vision Deficiency Colour Teaching and Learning Foundation Phase classrooms Teachers UCTD Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/83475 |