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South African Journal of Childhood Education

On-line version ISSN 2223-7682
Print version ISSN 2223-7674


CONNELLY, Ailsa S.; SHAIK, Naseema  and  MOSITO, Cina. Grade R teachers' understanding of reflective practice. SAJCE [online]. 2020, vol.10, n.1, pp.1-10. ISSN 2223-7682.

BACKGROUND: Internationally and nationally, reflective practice is suggested as a tool to inform quality teaching and learning. In South Africa, the quality of education is in the spotlight as schoolgoing children continue to perform poorly. This article investigates reflective practice in Grade R teaching. It explores teachers' understanding of reflective practice to inform their practice to support learners having a positive first year of formal schoolingAIM: The aim of this study was investigate the knowledge and understanding of Grade R teachers about reflective practiceSETTING: Two Grade R teachers in one school in the Southern Suburbs of Cape Town participated in the studyMETHODS: An interpretivist case study using semi-structured interviews and document analysis informed the findings. Thematic analysis revealed common themes to explore the knowledge and understanding of Grade R teachers regarding reflective practiceRESULTS: The teachers interviewed demonstrated a tacit understanding of reflective practice. They described it as an innate aspect of their teaching. Their knowledge and understanding are theoretical and there is no evidence of reflective practice in the documents used to inform their teaching on a daily basisCONCLUSION: The findings of this study show that the participants use reflective practice innately. Support by the school and the Department of Basic Education through professional development has the potential to encourage the use of reflective practice for quality teaching and learning

Keywords : Grade R; foundation phase; reflective practice; teaching and learning; knowledge and understanding; professional development.

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