Curriculum Advisors’ and Teachers’ Perceptions of Teaching Reading in Foundation Phase Classrooms

Abstract

This article aims to examine curriculum advisors’ and teachers’ perceptions of teaching early reading in Foundation Phase classrooms. It also aims to provide recommendations to alleviate overlaps based on the findings. A qualitative approach was used to gather data through semi-structured interviews. Purposeful convenience sampling was used to study two curriculum advisors and five Grade 1 teachers from five schools in the Mopani district of Limpopo Province. Data collected were analysed using thematic analysis. The findings showed that the curriculum advisors and teachers vary in their perceptions of early reading. Both curriculum advisors perceived that teachers change slowly, teach early reading unsystematically, and show superficial compliance, but do not really abide by guidelines, while teachers say the National Curriculum does not give them enough time to teach properly or attend to struggling learners. Teachers also expressed their frustration in managing large classes. This research article contributes to the body of knowledge in creating an awareness that new curriculum requirements are tools used for aligning teachers with change.