Abstract
This study delves into the perceptions of Foundation Phase teachers regarding INSET (In-Service Education and Training) in diagnostic reading assessments and how it affects their competency in teaching reading. Analysis of the collected data reveals several key themes, shedding light on the difficulties teachers face and the advantages of effective training in using diagnostic assessments. These insights have significant implications for both professional practice and policy development in the education sector.
The results highlight the urgent need for targeted and robust INSET programmes that cater to the unique needs of educators. The expressed frustrations regarding insufficient training and a lack of confidence in addressing reading challenges underscore a significant gap in the current educational landscape. Addressing these issues through well-designed INSET programmes has the potential to equip teachers with the necessary skills and knowledge to effectively integrate diagnostic assessments into their teaching practices. Furthermore, the emphasis on the importance of ongoing support and feedback reinforces the need for continuous professional development that aligns with the ever-evolving demands of the educational sector. Additionally, the study reveals the potential of diagnostic assessments to revolutionise reading instruction. By providing a nuanced understanding of individual learners' needs, teachers can tailor interventions and teaching methodologies accordingly. This alignment between assessment insights and instructional strategies holds the promise of significantly enhancing reading outcomes for students.
The study also highlights the need for policy reform. The identified misalignment between the Foundation Phase Assessment Policy and its practical implementation calls for a comprehensive review of policy objectives and guidelines. Revisions should reflect the real-world needs of teachers and learners, ensuring that assessment policies are conducive to effective teaching and learning practices. Overall, this research contributes valuable insights to the field of education, emphasising the importance of well-crafted INSET programmes, the transformative potential of diagnostic assessments, and the need for policy reform to better support both educators and students in achieving enhanced reading outcomes.
Keywords: Foundation Phase teachers, perceptions, in-service training, diagnostic reading assessments