A collaborative approach to support teachers to address learning barriers in the Foundation Phase in rural schools

Abstract

A Participatory Action Learning and Action Research (PALAR) design was used to engage with nine Foundation Phase teachers participating as members of an action learning set (ALS) in a collaborative approach to find answers and solutions of several challenges they were experiencing in their journey to support learners who face barriers to learning in the inclusive classroom. The PALAR design was used to shape teaching and learning to address barriers to learning in the inclusive classroom. During the process, self-directed learning, as well as transformative learning, was encouraged. In this study, a close look was taken at inclusion, inclusive pedagogy, pedagogical fundamentals and inclusive practices. In our endeavour to answer the primary research question, namely how can FP teachers in the uMzinyathi District be supported collaboratively to address barriers to learning in the Foundation Phase, we searched for answers to the secondary questions. These secondary questions included identifying the challenges, needs and understanding of the members of the ALS when addressing barriers to learning in the FP classrooms. We searched for strategies to improve inclusive education and tested the effectiveness of these strategies. Towards the end of this study, we implemented and evaluated a teacher’s manual to support teachers in dealing with barriers to learning. This research study encouraged the members of the ALS to work collaboratively, to develop self-directed learning and to develop themselves professionally. A qualitative research approach allowed a deep understanding of the FP teachers’ needs regarding barriers to learning, while it also made sense of their experiences, which in turn influenced their behaviour. Three theories underpinned this study, namely the motivational theory, critical transformative learning theory, and andragogy. The study indicated how the theories influenced the activities in the ALS. The methodology of this research comprised ontology (the nature of reality), epistemology (the acceptable knowledge), and axiology (the role of values in research). These three aspects guided the research procedures and the practices. The research paradigm and design elaborated on PALAR and explained the value thereof. The cycles are described in detail as well as the processes that were used to generate and analyse data, namely fishbone diagrams, reflective journals and purposeful discussions.

The results of this study indicated that, when teachers get practical as well as emotional support from all the stakeholders involved in the education system, they feel motivated and confident to make an intentional effort to work together to reach the goals of the education system, in this case, inclusive education. Since the participating teachers experienced a lack of support, but realised they had to take responsibility to accommodate diverse learners in their classrooms, they joined in a PALAR design and collaboratively searched for answers and solutions to the challenges they were facing to support learners who face barriers to learning. The members of the ALS agreed that it was worth spending their time on this research study and that they benefitted from the PALAR design and working as an ALS.