Abstract
M.Ed.
The purpose of this study was to research and record the training process of
teachers in a Grade R learning programme, within a context of inclusive
education, by describing the teachers’ perception of the Grade R learning
programme and by making certain changes to the training and training process
that have been suggested in the study, and to offer guidelines with regard to the
training of foundation phase educators, with specific reference to Grade R
educators working within the context of inclusive education. The researcher
opted for an interpretative action research design within a qualitative research
paradigm since she wished to describe, interpret and explain actions within her
research whilst attempting to bring about certain improvements within the
teaching practice. The type of action research that was performed is known as
practitioner action research because it was performed in the presence of, and
with the cooperation of education practitioners as well as academics who
assisted the researcher with relevant skills and resources.
The following major themes were identified: Facilitating, programme
implementation, complete empowerment, cooperation as well as common
religious convictions. The most significant findings were the following: When we
look at the facilitation of training programmes, it is of the utmost importance that
the facilitator accepts from the onset that the participants as well as the
facilitators will experience uncertainty within themselves, specifically regarding
their own knowledge and abilities and the level of acceptance they will
experience in the company of other professionals. It is therefore all the more
important to determine each participant’s expectations regarding the purpose and
outcomes of the the training programme as this will ease the process
considerably and at the same time render the facilitator a clear idea of what
needs to be addressed and what not. Facilitators of training programmes,
especially within contexts similar to this study, should reflect on the importance of
sound relationships being established between facilitator and participants. The
initial level of experience and skill of each participant should be determined
before the start of the programme and here the facilitator plays an enormous role
as far as emotional and social support is concerned. When it comes to
programme implementation, I should think that educators in all possible contexts
will benefit immensely from the format of the lessons, the contents of the lessons
as well as the presentation thereof because these are outcomes-based lessons.
In terms of contexts similar to the one in this reseach, it is important that the
facilitator works through each new lesson with the educators to ensure that they
fully understand everything and also to give them the opportunity to ask
questions as this will enable them to implement these lessons with enhanced
confidence in their own classes. It was important for the teachers to experience
their training in a practical manner because they learnt from one another, they
had the opportunity to exchange ideas and, whatever problems they
experienced, could be addressed and solved immediately.
In conclusion I would like to strongly advocate the choice of practitioner research
as research methodology in any study that is focussed on the improvement of the
teaching practice. Not only does it hold immense benefits for practitioners, but as
researcher I experienced complete personal enrichment in as far as I acted as an
agent of meaningful change in the lives of the practitioners who accompanied me
on this journey.