For effective learning to take place, research indicates that teachers must create safe and inclusive spaces to allow learners to express themselves, and to effectively use this information to improve learning. However, there... [ view full abstract ]
For effective learning to take place, research indicates that teachers must create safe and inclusive spaces to allow learners to express themselves, and to effectively use this information to improve learning. However, there is a dearth of information on how teachers in South African schools, especially in schools serving poor and marginalised learners, engage learners in the classroom to identify and address learning gaps. Even less information is available on learner views and experiences regarding teaching and learning practices.
Using Lundy’s model of child participation, this paper reports on learners’ views and experiences regarding the impact of a large-scale professional development programme. Implemented in 2016, the programme aimed to support teachers enhance their assessment for learning knowledge and skills to develop more inclusive, learner-centred approaches for actively engaging ALL learners in the learning and teaching process.
Data was obtained from the mid-term evaluation of the programme, conducted in November 2016, and comprises: classroom observations of grade 2 and 5 teachers in 270 classrooms across 50 treatment and 50 control schools randomly selected to represent all poverty quintiles; focus group interviews with learners; and learner performance data in mathematics.
Initial results indicate that where teachers applied their new knowledge and skills, irrespective of the school quintile category or grade level, learners expressed positive views about classroom participation, and were more enthusiastic and willing to participate in discussions. As a serious indictment on schooling in South Africa, the most common response from learners was: “everyone get a chance to answer”. Additional areas to report at the conference include the extent to which enhanced learner engagement leads to improved performance, and comparisons of learner views and experiences in high and low poverty quintile schools.
