Teachers' Interactions during Storybook Reading: A Rural African Perspective

Autor/inn/en	Higham, Sonja; Tonsing, Kerstin Monika; Alant, Erna
Titel	Teachers' Interactions during Storybook Reading: A Rural African Perspective
Quelle	In: Early Education and Development, 21 (2010) 3, S.392-411 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Story Reading; Thinking Skills; Teacher Student Relationship; Elementary School Teachers; Foreign Countries; Teaching Styles; African Culture; Cultural Influences; Elementary School Students; Rural Schools; Interpersonal Communication; Cognitive Processes; Kindergarten; South Africa + Suchen Sie Ihr Suchwort? Denkfähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Lehrstil; Unterrichtsstil; Africa; Culture; Afrika; Kultur; Cultural influence; Kultureinfluss; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Interpersonale Kommunikation; Cognitive process; Kognitiver Prozess; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Research Findings: Teaching thinking skills is an important goal of formal primary and secondary education. Storybook reading is a well-established routine in the first few school years. Thinking skills can easily be fostered during these potentially language-rich interactions, making storybook reading a powerful tool for preparing young children for formal schooling. The aim of this research pilot project was to describe how 5 rural South African Grade R teachers interacted with their class during storybook reading. Teachers were videotaped during 3 consecutive story-reading sessions. Their utterances were transcribed and coded according to type and according to the cognitive level at which they fell. Results indicated that teachers used mainly utterances falling at a cognitively lower level and that they favored the use of requesting in their interactions. Although teachers used an interactive reading style and engaged children, their use of storybook reading as a strategy to foster higher level thinking was limited. Practice or Policy: These results are interpreted against a background of African cultural norms for adult-child interactions, taking into account that culture is ever changing. Implications for teacher training and further research are given. (Contains 4 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10