Ubudlelwano obuphakathi kokufundisa ukufunda okubhaliwe nezinkolelo zothisha olimini lwasekhaya lwesiZulu emabangeni aphansi

Abstract

Ucwaningo oluningi oselwenziwe emazweni amaningi omhlaba luveza ukuthi kunobudlelwane phakathi kwezinkolelo ngabakufundisayo othisha kanye nokwenza kwabo. Lolu cwaningo luhlose ukuhlola ubudlelwano phakathi kokufunda okubhaliwe nezinkolelo abanazo othisha mayelana nokufundiswa kwakho ezikoleni zamabanga aphansi. Ucwaningo lwenziwa kothisha abayisithupha bebanga lesi-2 nelesi-3 basezikoleni ezimbili kwelinye lamalokishi laseThekwini. Kusetshenziswe izindlela zocwaningo oluyi-qualitative case study ekuqoqeni ulwazi olutholakele. Phakathi kokutholakele, ucwaningo luveza ukuthi abakwenzayo othisha (teachers’ actions) lapho befundisa kunobudlelwane nezinkolelo (beliefs) abanazo ngokufundisa ukufunda okubhaliwe. Okunye okwatholakala ukuthi indlela abakuqonda ngayo (their understandings) ukufundisa ukufunda okubhaliwe nakho futhi kunobudlelwane nezinkolelo abanazo ngakho. Lezi zinkolelo zihlanganisa lezo ezincikene nolwazi abavele benalo ngokufundisa ukufunda okubhaliwe; ezinye ziphathelene nezindlela zokufundisa ukufunda okubhaliwe; kanti ezinye ziphathelene nezinsizakufundisa ezisetshenziswa othisha lapho befundisa ukufunda okubhaliwe. Nanxa ikhona imizamo yokulekelela othisha ukuba bathuthukise ulwazi olungabasiza ekufundiseni izingane ukufunda okubhaliwe, kuhlanganisa nezindlela abazisebenzisayo, kuyavela ukuthi akusikho konke othisha abakunakayo nabakusebenzisayo lapho befundisa. Isizathu salokhu imvamisa kuba ukuthi othisha babambelele ezinkolelweni ezindala eziphathelene nokufundisa ukufunda okubhaliwe. Lokhu kwenza kube lukhuni ukusuka kuzo ukuze bahambisane nezindlela zokufundisa zesikhathi sanamuhla. Ngenxa yalokhu ucwaningo lusonga ngokuthi kubukeka kusazothatha isikhathi ukuba kube nobungcono mayelana namazinga aphansi abafundi okufunda okubhaliwe uma iningi lothisha lisalokhu libambelele ezinkolelweni ezindala ngokufundisa ukufunda okubhaliwe.

Many studies have found that there is a relationship between beliefs teachers hold about what they teach and their actions. This study aimed at investigating the relationship between teachers’ beliefs and the teaching of reading in isiZulu home language classes at foundation phase. Research was conducted in two Durban township schools with six Grade 2 and 3 teachers. Qualitative case study methods were used for data collection. Among findings, the study indicates that teachers are more influenced by their beliefs, which impact on the ways they plan their lessons, the methods they use, and their understanding about the phenomenon of reading. These beliefs include those that relate to experience; ways of teaching; assessment of reading; and teaching materials. The way teachers are heavily reliant on these beliefs makes it hard for them to move from these and to use today's teaching methodologies. As a consequence, the study concludes that teachers’ beliefs have an impact on low reading levels in isiZulu home language, and that if most teachers are still heavily reliant on their beliefs about the teaching of reading in the schools, it is going to take some time to remedy the situation.