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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dc.contributor.authordu Plooy, Lucinda
dc.contributor.authorZilindile, Mphumzi
dc.contributor.authorDesai, Zubeida
dc.contributor.authorde Wet, Benita
dc.contributor.authorHoltman, Lorna
dc.contributor.authorJulie, Cyril
dc.contributor.authorMoolla, Nadine
dc.contributor.authorNomlomo, Vuyokazi
dc.date.accessioned2018-06-04T10:18:30Z
dc.date.available2018-06-04T10:18:30Z
dc.date.issued2016
dc.description.abstractThis 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.en_US
dc.description.accreditationIBSS
dc.identifier.citationDu 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.en_US
dc.identifier.issn2223-7682
dc.identifier.urihttp:// dx.doi.org/10.4102/sajce. v6i1.285
dc.identifier.urihttp://hdl.handle.net/10566/3763
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherAOSISen_US
dc.rights© 2016. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License.
dc.status.ispeerreviewedTRUE
dc.subjectProfessional teacher education programmeen_US
dc.subjectFoundation phaseen_US
dc.subjectSchoolingen_US
dc.titleSearching for research results to inform the design of an initial professional teacher education programme for the foundation phase: A systematic reviewen_US
dc.typeArticleen_US

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