All the participants were FP teachers, and all were of the female gender. They were all qualified holding relevant diplomas or degrees in teaching. To protect the anonymity of the participants, pseudonyms are used in this report instead of their real names. In the interest of authenticity, the comments of the participants are presented verbatim.
Table 3.1: Demographic data of the participants Teacher’s
name (pseudonym)
Training Institution/
s
Qualifications Age in years
Experience in the FP in
years
No. of learners in
the class
Zevile Intuzuma
College;
UNISA
PTC, FDE, ABET
50+ 16 + 65
47
Nonhlelelo UNIZULU B Ed. (Honours) 21-30 1-5 60
Andile Esikhawini
College;
UNISA
PTD (J), ACE 41-50 16 + 63
Ayah Esikhawini
College;
UNIZULU
PTD (S), HDE 31-40 16 + 60
Okuhle UNIZULU B Ed. (Honours) 21-30 6-10 58
Akhona Esikhawini
College
PTC, FDE and ABET
50+ 16+ 60
3.8.1 Foundation Phase Teacher 1 (Zevile)
Zevile was a Grade 1 teacher who had been teaching for more than 25 years. Zevile held a Primary Teacher’s Certificate from Intuzuma College of Education, a Further Diploma in Education, and an ABET certificate from UNISA. She had 65 learners in her class. After many years of teaching experience in the primary school in both the FP and the Senior Primary Phase, she was ready to retire.
She also seemed overwhelmed by the work overload that she felt teachers were burdened with. She complained about a heavy administrative workload and ever-changing policies issued by the Department of Basic Education. She stated:
“I can’t wait to turn 55 and take early retirement. I have been in the teaching profession for more than two decades. I feel now it is the time I leave the profession and let the young teachers explore all the theories they are having about teaching and learning.”
3.8.2 Foundation Phase Teacher 2 (Nonhlelelo)
Nonhlelelo was a Grade 1 teacher who had five years’ teaching experience. Nonhlelelo held a Bachelor of Education Degree in the Foundation Phase from the University of Zululand. She had 60 learners in her class. She seemed a very enthusiastic teacher who had a passion for teaching, hence she had requested gaining experience as a Grade 1 teacher. She wanted to get experience teaching learners who came to school for the first time. She was also aware that some Grade 1 learners in her class had
48 never attended Grade R, because there is only one pre-primary school in the neighbourhood and the school can only accommodate a limited number of learners. She commented:
“I would like to witness my learners growing and getting familiar with the school environment.
Progressing from ‘I am unable to’ to ‘I am able’ stage of their school life.”
3.8.3 Foundation Phase Teacher 3 (Andile)
Andile was a Grade 2 teacher who held a Senior Primary Teacher’s Diploma and an Advanced Certificate in Education from Esikhawini College of Education. There were 65 learners in Andile’s class. Andile had seventeen years’ teaching experience and she had taught in both the Senior Phase and the Foundation Phase. It was very easy for Andile to recount the experiences and differences between teaching in the FP and Senior Phases. She said:
“It is always a pleasure to teach learners when they have just joined the school environment.
They are so innocent, and they are always eager to learn, and they pay attention to all the activities in class. And lastly, they are not shy to ask whenever they feel confused.”
3.8.4 Foundation Phase Teacher 4 (Ayabonga)
Ayabonga was a female Grade 2 teacher. She had 60 learners in her class. Ayabonga held a Senior Primary Teacher’s Diploma and a Higher Diploma in Education from Esikhawini College and the University of Zululand respectively. She had been a teacher for more than nineteen years. She started her teaching career as a high school teacher because there was a shortage of teachers who were qualified to teach Mathematics and Physical Sciences. When she got married, she relocated to Jozini and she found a teaching post in the primary school under study. Andile felt that it was important for schools to place skilful teachers in the FP so that they can lay a good foundation for the learners.
“Learners can grasp information from the early school years and they usually do not forget what has been taught during these years for their entire school life.”
49 3.8.5 Foundation Phase Teacher 5 (Okuhle)
Okuhle was a Grade 3 teacher who had 58 learners in her class. Okuhle held a Bachelor of Education Degree from the University of Zululand. She had been teaching for six years in the Foundation Phase.
Okuhle entered the teaching profession because she had not qualified for the course that she wanted to study, and teaching was her only option. She developed a love of teaching from the time she started her teaching practice and she did not regret taking the teaching route. She stated:
“I just love teaching. I am also glad that I am able to make a difference in the lives of my learners.”
3.8.6 Foundation Phase Teacher 6 (Akhona)
Akhona was a Grade 3 teacher who held a Primary Teacher’s Certificate and a Higher Education Diploma from Esikhawini College and UNISA respectively. Akhona had been in the teaching profession for more than three decades. All her teaching life had been spent in the primary school where she taught from Grade 1 to Grade 6. There were 60 learners in Akhona’s class. She seemed exhausted; this was evident because whenever she addressed her learners in class, she perched on the table.