A Tool to Enhance the Planning of Children's Literature Lessons for Setswana as Home Language

Autor/inn/en	Marais, Elma; Nel, Carisma; Dlavane, Dolly
Titel	A Tool to Enhance the Planning of Children's Literature Lessons for Setswana as Home Language
Quelle	In: South African Journal of Childhood Education, 9 (2019) 1, Artikel 692 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Marais, Elma) ORCID (Nel, Carisma) ORCID (Dlavane, Dolly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Case Studies; Questioning Techniques; Childrens Literature; African Languages; Native Language Instruction; Lesson Plans; Elementary School Teachers; Preservice Teachers; Social Environment; Cultural Context; Teaching Methods; Foreign Countries; Preservice Teacher Education; South Africa + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Befragungstechnik; Fragetechnik; 'Children''s literature'; Kinderliteratur; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Native language education; Muttersprachlicher Unterricht; Lesson planning; Unterrichtsplanung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Soziales Umfeld; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehramtsstudiengang; Lehrerausbildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: Universities, specifically faculties of education, have the responsibility to ensure that student teachers are introduced to the complexities involved in planning conceptually sound, coherent and cohesive lessons. Objectives: The objectives of this study were to determine how prepared students teachers are to plan children's literature and develop a tool for use by teachers specializing in Setswana to support them when planning and preparing for children's literature lessons. Methods: A Qualitative case study design was chosen for this study. Results: The results of this study indicated that primary pre-service teachers in South Africa do not receive cohesive and coherent as well as intensive preparation in the planning of lessons focusing on children's literature. In addition, most primary pre-service teachers were not familiar with the titles, some genres and levelled questioning techniques used in planning children's literature lessons. The results indicated that student teachers studying at a distance and specialising in Setswana as a Home Language were experiencing difficulties relating to the literature planning and preparation. Conclusion: Skillful planning, entails taking into account the knowledge and developmental level of learners, their specific social and cultural contexts, knowledge of subject matter and learning goals, as well as knowledge of teaching strategies and practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01