Browsing by Author "Dlamini, Zodwa, Priscilla"

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    In-service training needs of educators in the teaching of writing skills: a case study of primary schools at eSwatini
    (University of Zululand, 2019) Dlamini, Zodwa, Priscilla; Mabusela, M.S.; Mhlongo, H.R
    Writing is dominant in schools and continues to be important for effective communication. Therefore, learners need to be up- skilled in writing skills as their everyday activities. This study was conducted to investigate the in-service training needs of educators in teaching writing skills in primary schools at eSwatini. The study responded to the questions: (a) To what extent are educators teaching languages, trained in teaching writing skills to primary school learners? (b) What in-service training needs do educators have in teaching writing skills of primary school learners? (c) What competencies do educators possess for teaching writing skills? The mixed method design was adopted for this study which triangulated focus group semi structured interview, documentary analysis and lesson observation. Purposive sampling was used to sample N=56 educators in eight primary schools and N= 6 trainers from three teacher training colleges. The mixed-method approach was used to collect data. Quantitative data were analysed using the statistics, frequencies and percentages as well as cross tabulation. Qualitative data from focus group interviews were analysed by identifying patterns and themes. The study revealed the lack of Pedagogical Content Knowledge (PCK) in the teaching of writing skills. The findings imply that there no methods of teaching employ in teaching writing skills. In addition, the study findings imply that among other things, there was lack of parental involvement and lack of support from school administrators and government. Recommendations made from this study were that: in-service training department should strengthen workshops with regard to writing skills, there should be preparation of lessons, setting of test, scheme of work and marking of learners’ work. Furthermore, the training colleges should have comprehensive writing skills programmes for all pre-service educators, and not only those who major in languages.