Training of teachers in multigrade teaching: integration of vertical and horizontal knowledge in post -training
| dc.contributor.advisor | Duku, N | en |
| dc.contributor.author | Ganqa, Ncumisa Hazel | en |
| dc.date.accessioned | 2026-08-14T01:45:38Z | |
| dc.date.available | 2026-08-14T01:45:38Z | |
| dc.date.issued | 2014 | en |
| dc.description.abstract | The purpose of this study was to examine the training and development of teachers in multi-grade teaching in selected Eastern Cape primary schools with a particular focus on the integration of vertical and horizontal knowledge in post-training. Multigrade teaching is the combining of learners of different grade levels in one classroom taught by one teacher. To gain better understanding of the construct of vertical and horizontal integration of knowledge within post-training environment, this qualitative case study design sampled eight teachers, four school principals and three trainers, purposively. In order to evaluate the training and development provided for teachers in multi-grade classrooms the researcher examined the training programmes, the training curriculum and transfer of training inputs. The results of the study indicate that post-training is the determinant of the extent of the effectiveness of the transfer of training skills, knowledge and attitudes gained in multi-grade teaching training. The study found a massive gap that currently exists between training in multi-grade teaching and the actual transferability of such training in multi-grade contexts. Positive transfer of training in multi-grade teaching strategies was found to be skills related to teaching strategies, lesson management, curriculum integration and social components of multi-grade teaching. Negative transfer of training included classroom organisation, lesson planning, timetabling, curriculum adaptation and assessment. Although multi-grade teacher training programme is assumed to change behaviours, attitudes, impart knowledge and improve teaching skills, the results of the study indicate that training inputs might not necessarily transform into classroom practice. In order to facilitate and ensure vertical and horizontal integration of knowledge and skills and transfer of training to classroombased teaching, recurrent training in multi-grade teaching is therefore, suggested. | en |
| dc.format | 401 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Ganqa, Ncumisa Hazel. 2014 | en |
| dc.identifier.other | vital:29496 | en |
| dc.identifier.other | http://hdl.handle.net/10353/6158 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4818 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | Combination of grades -- Cross-cultural studies Teachers -- In-service training Teachers | en |
| dc.subject | Folk music -- Zimbabwe | en |
| dc.subject | Combination of grades|vCross-cultural studies | en |
| dc.subject | Combination of grades -- Cross-cultural studies | en |
| dc.subject | Teachers -- In-service training | en |
| dc.subject | Teachers | en |
| dc.title | Training of teachers in multigrade teaching: integration of vertical and horizontal knowledge in post -training | en |
| dc.title.alternative | Training of teachers in multigrade teaching: integration of vertical and horizontal knowledge in post -training | en |
| dc.type | Thesis | en |
| dc.type | Doctoral | en |
| dc.type | PhD (Education) | en |
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