Plans and Interventions of South African Grade 1 Educators During the 2020 Lockdown Period

The extended lockdown in 2020 found South African educators employing innovative strategies to teach and assess Foundation Phase learners. Educators had to make do with reduced hours in the classroom and experienced new challenges in delivering curriculum content to learners that had barely grown a...

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Autor principal:	Annemie Grobler
Formato:	article
Lenguaje:	EN
Publicado:	OpenED Network 2021
Materias:	teaching COVID-19 interventions strategies lockdown pandemic Education L Social Sciences H
Acceso en línea:	https://doaj.org/article/8afa0acd56c34469aea818f07b8dcc9b
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spelling	oai:doaj.org-article:8afa0acd56c34469aea818f07b8dcc9b2021-11-17T06:42:18ZPlans and Interventions of South African Grade 1 Educators During the 2020 Lockdown Period10.46303/ressat.2021.362468-6891https://doaj.org/article/8afa0acd56c34469aea818f07b8dcc9b2021-11-01T00:00:00Zhttps://ressat.org/index.php/ressat/article/view/592https://doaj.org/toc/2468-6891 The extended lockdown in 2020 found South African educators employing innovative strategies to teach and assess Foundation Phase learners. Educators had to make do with reduced hours in the classroom and experienced new challenges in delivering curriculum content to learners that had barely grown accustomed to the formal classroom setup. Empirical research attempted to identify the plans and approaches used by grade 1 educators. The findings may indicate best practices as experienced in this time and help to inform the approach taken during future repetitions of extraordinary circumstances. A theoretical and conceptual framework based on the current constructivist approach adopted by the Curriculum Assessment and Policy Statement (CAPS) guided the empirical research and informed the construction of the questionnaire. The key findings were themed into strategies for presenting teaching and learning, communication, and the impact on schooling. Findings were compared to the premises of the theoretical framework and conclusions drawn. It was noted that educators were hesitant to move their schooling entirely to the virtual learning platform and eager to return to the school environment. Various obstacles posed by the digital divide were flagged as threats to future situations and the involvement of parents was emphasized. The resilience of educators to continue to ply their trade, and their belief in the indomitable spirit of children, may offer conducive circumstances for future innovations in education. Annemie GroblerOpenED NetworkarticleteachingCOVID-19interventionsstrategieslockdownpandemicEducationLSocial SciencesHENResearch in Social Sciences and Technology, Vol 6, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	teaching COVID-19 interventions strategies lockdown pandemic Education L Social Sciences H
spellingShingle	teaching COVID-19 interventions strategies lockdown pandemic Education L Social Sciences H Annemie Grobler Plans and Interventions of South African Grade 1 Educators During the 2020 Lockdown Period
description	The extended lockdown in 2020 found South African educators employing innovative strategies to teach and assess Foundation Phase learners. Educators had to make do with reduced hours in the classroom and experienced new challenges in delivering curriculum content to learners that had barely grown accustomed to the formal classroom setup. Empirical research attempted to identify the plans and approaches used by grade 1 educators. The findings may indicate best practices as experienced in this time and help to inform the approach taken during future repetitions of extraordinary circumstances. A theoretical and conceptual framework based on the current constructivist approach adopted by the Curriculum Assessment and Policy Statement (CAPS) guided the empirical research and informed the construction of the questionnaire. The key findings were themed into strategies for presenting teaching and learning, communication, and the impact on schooling. Findings were compared to the premises of the theoretical framework and conclusions drawn. It was noted that educators were hesitant to move their schooling entirely to the virtual learning platform and eager to return to the school environment. Various obstacles posed by the digital divide were flagged as threats to future situations and the involvement of parents was emphasized. The resilience of educators to continue to ply their trade, and their belief in the indomitable spirit of children, may offer conducive circumstances for future innovations in education.
format	article
author	Annemie Grobler
author_facet	Annemie Grobler
author_sort	Annemie Grobler
title	Plans and Interventions of South African Grade 1 Educators During the 2020 Lockdown Period
title_short	Plans and Interventions of South African Grade 1 Educators During the 2020 Lockdown Period
title_full	Plans and Interventions of South African Grade 1 Educators During the 2020 Lockdown Period
title_fullStr	Plans and Interventions of South African Grade 1 Educators During the 2020 Lockdown Period
title_full_unstemmed	Plans and Interventions of South African Grade 1 Educators During the 2020 Lockdown Period
title_sort	plans and interventions of south african grade 1 educators during the 2020 lockdown period
publisher	OpenED Network
publishDate	2021
url	https://doaj.org/article/8afa0acd56c34469aea818f07b8dcc9b
work_keys_str_mv	AT annemiegrobler plansandinterventionsofsouthafricangrade1educatorsduringthe2020lockdownperiod
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Plans and Interventions of South African Grade 1 Educators During the 2020 Lockdown Period

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