UNASSIGNED:对具有特定学习困难的学习者进行教学需要能够提供学习支持的称职教师。能力,如识别学习困难,评估学习者,设计干预措施,如课程差异和促进转诊系统是至关重要的。然而,在提供学习支持方面,南非的高级阶段教师似乎面临挑战。因此,学习者没有达到预期的学习结果。
UNASSIGNED:这项研究的目的是探索高级阶段教师在支持四所主流学校中具有特定学习困难的学习者方面的能力。
UASSIGNED:使用了定性研究方法和现象学研究设计。十八名教师是校本支援小组成员,包括学习支持教育者,是通过目的抽样选择的。数据是通过个人和焦点小组访谈收集的,支持表格和现场注释的分析。使用主题数据分析来生成结果。
UNASIGNED:主题数据分析揭示了与参与者识别语言困难的能力有关的差异,短期记忆问题和语境障碍。此外,参与者在与同龄人合作方面有所不同,社会工作者,和地区支持小组。此外,一些参与者能够设计干预方案,并促进内部和外部转诊程序。
UNASSIGNED:该研究得出的结论是,教师在提供学习支持方面具有不同的能力。因此,基础教育部应在高级阶段主流学校提供明确的实践学习支持策略,并为教师提供持续的专业发展,并进行监督。
UNASSIGNED:可以预见,这项研究将有助于理解教师的能力,为在高中阶段有特定学习困难的学习者提供学习支持。该研究倡导合作持续的专业教师发展,重点是干预计划,以支持主流学校中有特定学习困难的学习者。
UNASSIGNED: Teaching learners with specific learning difficulties requires competent teachers who can provide learning support. Competencies such as identifying learning difficulties, assessing learners, designing interventions such as curriculum differentiation and facilitating referral systems are crucial. However, Senior Phase teachers in South Africa seem to be challenged when it comes to providing learning support. Consequently, learners do not meet the desired learning outcomes.
UNASSIGNED: The purpose of this study was to explore Senior Phase teachers\' competencies in supporting learners with specific learning difficulties in four mainstream schools.
UNASSIGNED: A qualitative research approach and phenomenological research design were used. Eighteen teachers who were members of the school-based support teams, including learning support educators, were selected through purposive sampling. Data were collected through individual and focus group interviews, the analysis of support forms and field notes. A thematic data analysis was used to generate findings.
UNASSIGNED: The thematic data analysis revealed discrepancies relating to participants\' competencies in identifying language difficulties, short-term memory problems and contextual barriers. Also, participants differed in collaborating with peers, social workers, and the district-based support teams. Furthermore, some participants were able to design intervention programmes and facilitate internal and external referral processes.
UNASSIGNED: The study concludes that teachers have different competencies in providing learning support. Therefore, the Department of Basic Education should provide a clear practical learning support strategy in the Senior Phase mainstream schools as well as continuous professional development for teachers couple with monitoring.
UNASSIGNED: It is envisioned that the study will contribute to understanding teachers\' competences in providing learning support for learners with specific learning difficulties in the senior phase. The study advocates for collaborative continuous professional teacher development focusing on interventions programmes to support learners with specific learning difficulties in the mainstream schools.