Abstract
This study explored the experiences of Newly Qualified Educators (NQEs) in the Foundation Phase (FP) regarding their ability to support learners with barriers to learning within mainstream private schools in South Africa. The findings offer insights into NQEs' experiences of teaching learners with barriers to learning, as well as the strategies they employ to support these learners. The study aimed to understand the preparedness of NQEs within the FP as a result of their teacher training practicum, specifically in relation to their ability to support learners who encounter barriers to learning.
The research employed an interpretivist paradigm and a phenomenological design to gain insight into the experiences of NQEs. Using snowball sampling, participants recruited their friends and acquaintances to take part in the study. Focus group interviews were conducted in-person with three educators, one-on-one interviews with three educators and nine questionnaires were distributed via social media. The interviews were recorded and then transcribed, and quotes from the participants were grouped according to themes. Thematic analysis was employed to uncover patterns in the data. ATLAS.ti was used to assist with organising these themes.
Seven themes emerged from the findings. The first theme highlighted positive experiences, as NQEs reported that teaching learners with barriers to learning was rewarding in terms of their personal growth, which resulted from their dedication and passion. The second theme dealt with the challenges encountered in the classroom by educators in working with learners who have specific barriers to learning. The third theme was the difficulty that educators experienced in recognising the specific symptoms of the barriers that affect their learners. The fourth theme that emerged was the systemic factors affecting educators’ ability to address the barriers to learning. The fifth theme that was found related to the inadequacy of university training, which participants felt had failed to prepare them sufficiently for the practical realities of teaching. The sixth theme revealed the various strategies that educators have implemented to support learners with learning barriers. The seventh and final theme...