Exploring teachers’ understanding and conception of Grade R readiness development
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Abstract
Grade R readiness is a critical component of education that may be a future prerequisite to attain quality learning outcomes in post-Grade R classes. Hence, teachers’ understanding of readiness may hinder or promote the quality of performance in their classrooms. This article was extracted from the study titled, ‘The impact of Grade R readiness on Grade 1 teaching’, which aimed to explore teachers' understanding of the concept of readiness as an instrument for developing learners' abilities in Grade R for Grade 1 preparation. The study was conducted in a natural setting in the Limpopo Province of South Africa by interviewing four Grade R teachers. The study adopted the qualitative interpretivism approach with data being generated through face-to-face semi-structured interviews, document analyses, and observations. Findings revealed that the teachers had different understandings of the concept of readiness which had a negative impact because teachers were unable to display their competencies and understanding of developing readiness within the Foundation Phase environment. This denied them the opportunity to effect the successful implementation of processes that promote readiness. It is recommended that teachers utilize learning planners and resource kits written in Sepedi as their home language.
Keywords: Grade R; grade R readiness; teachers; understanding
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