Action Research of In-Service Training for Reception Year Teachers of North West Department of Education; South Africa

Abstract

The paper reports on the results on one year continuous professional teacher development program conducted for 383 reception year teachers. Questionnaires and document analysis were use to collect data. Questions looked at teaching experience, qualification, training support, overcrowding, assessment and content knowledge. A sample of 30 teachers from the population of 383 was selected and observed while teaching in their respective classrooms. The study revealed many challenges experienced by reception year teachers; such as lack of resources, support from school management team (SMT) and teachers’ lack of content knowledge. While these teachers have professional teachers’ qualification, they do not have a qualification in the teaching of reception year class. The study provides insights on how reception year teachers may be assisted in handling reception year class.

DOI: 10.5901/mjss.2014.v5n1p97