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We devote this chapter to sharing study findings exploring strategies for teachers dealing with reading instruction for sustainable development in the early years. The Master’s degree study was undertaken in response to research highlighting the poor reading performance of South African learners. Whilst numerous factors affect reading instruction, research has revealed that many South African teachers are not adequately trained for reading instruction. A qualitative study adopting participatory action learning and action research (PALAR) as a research design was used. Two Grade 1 teachers were purposively selected to work as co-researchers alongside the university researcher to collaboratively explore the research questions. The theoretical framework was based on the science of reading (Shanahan. The science of reading: Making sense of research. The Reading Teacher, 74(2), 119–125, 2020), Mezirow’s transformative learning theory (Mezirow. Transformative learning: Theory to practice. New Directions for Adult Learning and Continuing Education, 74(1), 5–12, 1997) and Schön’s reflection theory (Schön. Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass, 1987). Data were generated over ten 75-min face-to-face sessions using action learning set (ALS) discussions, a fishbone analysis, and reflective journal entries. Data analysis employed Braun and Clarke’s (Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APS handbook of research methods in psychology: Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association, 2012) six-phase thematic analysis. Three major findings emerged, highlighting the crucial roles of reflective practice, collaboration and teacher well-being in fostering the Sustainable Development Goals (SDGs) (UN (United Nations). Transforming our world: The 2030 agenda for sustainable development. Resolution adopted by the general assembly, UN, 2015) through reading instruction.

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South Africa

  • 章节

  • 发表日期：

    2025年

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  • Skyler Pedro,
  • Stef Esterhuizen,
  • Mariëtte Koen

摘要

We devote this chapter to sharing study findings exploring strategies for teachers dealing with reading instruction for sustainable development in the early years. The Master’s degree study was undertaken in response to research highlighting the poor reading performance of South African learners. Whilst numerous factors affect reading instruction, research has revealed that many South African teachers are not adequately trained for reading instruction. A qualitative study adopting participatory action learning and action research (PALAR) as a research design was used. Two Grade 1 teachers were purposively selected to work as co-researchers alongside the university researcher to collaboratively explore the research questions. The theoretical framework was based on the science of reading (Shanahan. The science of reading: Making sense of research. The Reading Teacher, 74(2), 119–125, 2020), Mezirow’s transformative learning theory (Mezirow. Transformative learning: Theory to practice. New Directions for Adult Learning and Continuing Education, 74(1), 5–12, 1997) and Schön’s reflection theory (Schön. Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass, 1987). Data were generated over ten 75-min face-to-face sessions using action learning set (ALS) discussions, a fishbone analysis, and reflective journal entries. Data analysis employed Braun and Clarke’s (Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APS handbook of research methods in psychology: Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association, 2012) six-phase thematic analysis. Three major findings emerged, highlighting the crucial roles of reflective practice, collaboration and teacher well-being in fostering the Sustainable Development Goals (SDGs) (UN (United Nations). Transforming our world: The 2030 agenda for sustainable development. Resolution adopted by the general assembly, UN, 2015) through reading instruction.