“I Don’t Know How to Help Them”: Teaching Reading Comprehension in a Teacher Education Programme in South Africa

Karan Vickers-Hulse; Jane Carter; Tessa Podpadec; Ben Knight; Paul Matthews; Pravina Pillay; Jethro Gina; Lindiwe Mthethwa

doi:10.63385/ipt.v2i3.100989

“I Don’t Know How to Help Them”: Teaching Reading Comprehension in a Teacher Education Programme in South Africa

Karan Vickers-Hulse

School of Education and Childhood, University of the West of England, Bristol BS16 1QY, UK

Author

https://orcid.org/0000-0002-2048-3519
Jane Carter

School of Education and Childhood, University of the West of England, Bristol BS16 1QY, UK

Author

https://orcid.org/0000-0001-6304-1027
Tessa Podpadec

School of Education and Childhood, University of the West of England, Bristol BS16 1QY, UK

Author

https://orcid.org/0009-0004-6197-5618
Ben Knight

School of Education and Childhood, University of the West of England, Bristol BS16 1QY, UK

Author

https://orcid.org/0000-0003-1476-4231
Paul Matthews

School of Education and Childhood, University of the West of England, Bristol BS16 1QY, UK

Author
Pravina Pillay

Department of Educational Foundations, University of Zululand, KwaDlangezwa 3886, South Africa

Author
Jethro Gina

Department of Educational Foundations, University of Zululand, KwaDlangezwa 3886, South Africa

Author

https://orcid.org/0009-0008-1123-7018
Lindiwe Mthethwa

Department of Educational Foundations, University of Zululand, KwaDlangezwa 3886, South Africa

Author

https://orcid.org/0000-0001-9170-369X

DOI:

https://doi.org/10.63385/ipt.v2i3.100989

Keywords:

Reading Comprehension,Literacy,Teaching and Learning,Teacher Education

Abstract

South Africa faces challenges in improving reading levels, including teacher shortages and outdated teacher education. This collaborative study piloted a mobile app developed by universities in South Africa and England to support pre-service teachers with reading comprehension strategies. Participants from a KwaZulu-Natal university engaged in a mixed methods study using questionnaires and focus groups. While pre-service teachers responded positively to the app, they lacked foundational knowledge in teaching reading, limiting the app’s impact. The paper emphasises the need to strengthen reading instruction in teacher education and recommends ways educators can help pre-service teachers effectively use digital resources.

Innovations in Pedagogy and Technology

“I Don’t Know How to Help Them”: Teaching Reading Comprehension in a Teacher Education Programme in South Africa

DOI:

Keywords:

Abstract

References

License

Most Viewed