Establishing a Research Agenda for Foundation Phase Initial Teacher Education: A Systematic Review (1994-2014)

Autor/inn/en	Baxen, Jean; Botha, Liz Johanson
Titel	Establishing a Research Agenda for Foundation Phase Initial Teacher Education: A Systematic Review (1994-2014)
Quelle	In: South African Journal of Education, 36 (2016) 3, Artikel 1263 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Baxen, Jean) ORCID (Botha, Liz Johanson)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Research Needs; Agenda Setting; Literature Reviews; Journal Articles; Research Methodology; Units of Study; Social Justice; Cultural Differences; Theory Practice Relationship; Curriculum Development; Professional Identity; Educational Policy; Educational Change; Language Acquisition; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Forschungsbedarf; Journal article; Zeitschriftenaufsatz; Research method; Forschungsmethode; Lerneinheit; Soziale Gerechtigkeit; Kultureller Unterschied; Theorie-Praxis-Beziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Bildungsreform; Sprachaneignung; Spracherwerb; Lehramtsstudiengang; Lehrerausbildung
Abstract	Poor literacy and numeracy levels in schools have raised questions in South Africa, as they have internationally, on the quality and appropriateness of initial teacher education for preparing teachers for the complexities faced in schools generally and for the mediation of literacy and numeracy in the early years in particular. This paper profiles empirical research relating to initial teacher education over two decades of South African democracy, derived from a systematic review of journal articles, with the aim of proposing an agenda for research into foundation phase initial teacher education. It concludes that in the period between the birth of South Africa's democracy and the present, there is little evidence of sustained research on initial teacher education in general, and a dearth of research focused on teacher preparation for the foundation phase in particular. The paper argues for the development of a research agenda that better takes account of the iterative relationship between researching classrooms and researching initial teacher education, especially as it relates to the foundation phase, where research is patchy and unsystematic. Evidence from such research might not only provide a base for policy and curriculum decisions but also lead to more responsive and contextually relevant teacher preparation. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01