Growing Early Childhood Education Teachers in Rural Areas

Autor/inn/en	Hannaway, Donna; Govender, Poomoney; Marais, Petro; Meier, Corinne
Titel	Growing Early Childhood Education Teachers in Rural Areas
Quelle	In: Africa Education Review, 16 (2019) 3, S.36-53 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hannaway, Donna) ORCID (Govender, Poomoney) ORCID (Marais, Petro) ORCID (Meier, Corinne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2018.1445974
Schlagwörter	Foreign Countries; Early Childhood Education; Preschool Teachers; Barriers; Teacher Qualifications; Faculty Development; Rural Areas; Educational Resources; Parent Participation; Class Size; Inservice Teacher Education; Distance Education; Higher Education; Educational Needs; South Africa + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrqualifikation; Rural area; Ländlicher Raum; Bildungsmittel; Elternmitwirkung; Klassengröße; Lehrerfortbildung; Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational need; Bildungsbedarf; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Currently in South Africa, there are over 20 000 underqualified Grade R teachers who are enlisted into service to ensure that Grade R teaching can continue. The aim of the study reported on was to investigate the challenges and needs faced by underqualified teachers in order to promote the professional development of teachers teaching in rural areas. Phenomenology was used as the research design. By means of a qualitative research approach, purposeful sampling selected only underqualified early childhood education (ECE) teachers teaching in rural schools for more than five years or more in three provinces, as well as their school principals. The findings revealed the following needs and challenges: the need for resources; poor infrastructure; lack of parental involvement; overcrowded classrooms; the need for in-service training; needs of the rural communities; and support from an open distance learning (ODL) institution. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01