SciELO - Scientific Electronic Library Online

vol.40 issue1The effect of psychological violence on preschool teachers' perceptions of their performanceA proverb in need is a proverb indeed: Proverbs, textbooks and communicative language ability author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand



Related links

  • On index processCited by Google
  • On index processSimilars in Google


South African Journal of Education

On-line version ISSN 2076-3433
Print version ISSN 0256-0100


CASSIM, Nabeelah  and  MOEN, Melanie. Contribution of teaching assistants to quality education in Grade 1 classrooms. S. Afr. j. educ. [online]. 2020, vol.40, n.1, pp.1-9. ISSN 2076-3433.

Grade 1 learners in South Africa are not receiving the quality education they deserve. Early Childhood Education forms the basis of all education; however, numerous challenges in the South African education system impede the teaching and learning of young children. In this article we investigate Grade 1 teachers' responsibilities in the class and the teachers' management of the complex teaching environments. Qualitative data using semi‑structured interviews with 9 Grade 1 teachers and teaching assistants (TAs) at 6 schools were used to gain insight into and explore various perspectives on the need for the services of teaching assistants in Grade 1 classrooms. The participants were selected from public, private and rural schools, using purposeful sampling, to allow for a broad spectrum of inputs. Findings indicate that participants regard the presence of teaching assistants as a necessity in Grade 1 classrooms as it allows the teacher to focus on quality teaching. The support provided by teaching assistants contributes to the quality of the learning facilitated by the teacher and allows learners access to the individualised attention that they need.

Keywords : assistant; early childhood education; educational challenges; Foundation Phase; Grade 1; learners; support; teacher; teaching assistant.

        · text in English     · English ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License