Searching for research results to inform the design of an initial professional teacher education programme for the foundation phase: A systematic review
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Date
2016
Journal Title
Journal ISSN
Volume Title
Publisher
AOSIS
Abstract
This article reports on a systematic review conducted to inform the development of a
professional teacher education programme for the foundation phase of schooling. The research
question was: What do quality research studies identify as the components and/or
characteristics of quality teacher education for the foundation phase programmes that allow
new teachers to begin to teach for epistemological access. A search for systematic reviews on
educational programmes related to foundation phase for initial teacher education was
conducted for the period between 1980 and 2011. The researchers added Stage 0 as a fifth step
to the traditional four-step systematic review process. Stage 0 or quasi-tertiary review allowed
us to present substantive findings of the identified systematic reviews and to explore their
methodological quality. From the initial 2876 hits (mostly health and medical studies), only
19 studies were related to the educational field. Only three of the 19 studies were finally
accepted as eligible at Stage 0. None of the reviews directly addressed programme design but
contained elements that were considered as useful when designing programmes. The present
study makes it clear that there is a dearth of research on entire programmes related to initial
teacher education for foundation phase teachers.
Description
Keywords
Professional teacher education programme, Foundation phase, Schooling
Citation
Du Plooy, L. et al. (2016). Searching for research results to inform the design of an initial professional teacher education programme for the foundation phase: A systematic review. South African Journal of Childhood Education, 6(1): a285.