Foundation phase teachers’ experiences in implementing learner support in Johannesburg North district

Abstract

Implementation of learner support is a challenge to most educators. The real challenge lies in the management of learner support in an under resourced and overcrowded diverse classroom. The researcher adopted a qualitative approach to navigate the participants’ understanding of learner support answer the research questions that sought to explore the phenomenon of learner support and diversity, and the latest developments, policies and practices related to learner support and inclusion as well as implementation of learner support. A sample of three Foundation Phase teachers and one HOD was chosen. Data was collected through in-depth semi-structured interviews, classroom observation and document analysis. It emerged from the literature study that learner support and inclusive education has become a reality in Lesotho, Zimbabwe, South Africa and abroad. Most schools in these countries now epitomize ECD learner ship, for example in South Africa, where most schools access ECD classes. This is indicative of the cardinal point of education, as imbedded in early childhood learning, hence the need to priorities equal and quality education through learner support. Although learner support is a reality in the above-mentioned countries, there are still many challenges that need to be overcome, such as the lack of knowledge of learner diversity, lack of support structure and services, inflexible curricular, lack of learning support expertise, too many learners per teacher. These are factors that can be said to be militating against effective learner support and development. The same challenges were also raised during the interviews. The teachers and HOD also raised concern over inadequate resources and large classes as well as medium of instruction as hindering learner support. Recommendations based on the findings in this study focus mainly on the empowerment of teachers and re-thinking the education system, such as employment of enough teachers to address issue of overcrowding, and revisiting the use of LoLT to enhance rapport between teachers and learners. It was also revealed during the interviews that the support from the parents, SBST and DBST was not well consolidated, and had an adverse effect on the implementation of learner support. For example, support at school was said to be only theoretical, whereas the facilitators from the district were scarce and teachers had no viable means of getting in touch with the DBST. The significance of district learning support facilitators in supporting teachers with learner support strategies in diverse classrooms is important topic for future study.