Organising primary grade literacy environments in Mozambique     

Lee  Jeongmin  Zuilkowski  Stephanie Simmons  D’sa  Nikhit 《Learning Environments Research》2021,24(2):207-221

Learning Environments Research - Print-rich environments are critical to early literacy development. This study profiled how teachers organise literacy environments in 21 early-primary classrooms...  相似文献   

Integrating new knowledge into everyday practices: teacher pedagogy in early grade literacy in rural Mozambique     

Jeongmin Lee  Nikhit D'sa  Stephanie Simmons Zuilkowski 《Literacy》2020,54(3):111-122

Improving literacy outcomes in sub‐Saharan Africa is a central focus of national governments, donors and non‐governmental organisations alike, as evidenced by the inclusion of literacy as a target in the United Nations' Sustainable Development Goal 4. Though significant international development funding has been devoted to teacher training in the region, little evidence is available on how teachers improve their literacy instruction in practice. This study profiles how 20 teachers in eight schools in rural Mozambique translated training in literacy instruction into classroom instruction. We used three domains of teacher knowledge – content knowledge, pedagogical knowledge and pedagogical content knowledge – to analyse interview and observation data. While some aspects of training translated into classroom practices, including explicit literacy instruction and use of visual aids, teachers rarely used activities for oral language development or reading comprehension, which are critical to producing skilled readers. We discuss the research and policy implications of these findings.  相似文献