IGRADE FOR TEACHERS FREE

Research into how students learn suggests that students need to be Information conveyor, while the students assume a receiver role with primary responsibilities of In traditional approaches to teaching engineering classes, the instructor plays the role of The findings of the study indicated that, while the knowledge and skills teachers need to enhance inclusion within a multi-graded system were limited, well-designed teaching practices in a multi-grade class may enhance an inclusive pedagogy and promote inclusive learning.

IGRADE FOR TEACHERS FREE

The qualitative study on which this article is based employed a critical emancipatory lens and critical realist analysis as instruments with which to analyse narratives from selected cases at multi-grade schools in the Free State province of South Africa. This paper therefore attempts to analyse and deconstruct the tensions, contradictions and anomalies within the practice of inclusion as a pedagogic discourse in a multi-grade teaching system. The policy on inclusive education is silent on how it could be enhanced in a multi-grade class. However, this form of teaching continues to present challenges to both the teacher and the learner in particular since the advent of inclusive education in South Africa. Multi-grade teaching is a commonly used pedagogic strategy in rural schools. These decisions are based on the intersection of formal knowledge, situational knowledge and experiential knowledge that the teachers have acquired over time.

The skill of reading is regarded as the cornerstone of literacy learning in the foundation phase. Lastly, it is also evident that many teachers lack knowledge, insufficient instructional resources, and an understanding of effective lesson planning to implement a cooperative teaching approach. This paper suggests an enactment between teachers' subject and pedagogical content knowledge and instructional material. Data were analysed using inductive thematic analysis and supported with the literature review and the theory underpinning this study. Seven Grade 10 Life Orientation teachers were purposely selected to collect semi-structured interviews data, non-participatory observation, and document analysis. The researchers adopted a mixed-methods phenomenological research design. This study aimed to explore Life Orientation teachers' lesson planning incorporating a cooperative teaching and learning approach in secondary schools in De Aar, South Africa.

There is a plethora of research conducted internally on lesson planning, as a critical instructional competency for good teaching and as a purposeful activity that precedes the delivery of instruction.

In the field of education, globally, teachers are recognised as important contributors in shaping learners' interaction in a cooperative learning environment through effective lesson planning.

Igrade for teachers