Journal for the Education of Gifted Young Scientists, 2021
Leaders and teachers are exploring ways to organise their learning spaces as well as their method... more Leaders and teachers are exploring ways to organise their learning spaces as well as their methods of teaching and learning. We aim to explore teachers' experiences of an invitational learning environment in culturally diverse Foundation Phase classrooms in the South African context. The Invitational Learning Theory was used as a theoretical framework. An interpretivist research paradigm was used to portray the lived experiences and personal responses of the participants. Interviews were undertaken with Foundation Phase teachers and School Management Team to elicit in-depth information on their experiences on the creation of a conducive learning environment. Additionally, observation and visual data formed the data collection instruments. Data were coded, examined and emerging themes identified. Findings highlighted the need to improve the ‘5Ps” as advocated by Novak and Purkey. The learning environment is a qualitative determiner for success. It is the responsibility of all sta...
South Africa is characterised by its vast cultural diversity, and the current classrooms are fill... more South Africa is characterised by its vast cultural diversity, and the current classrooms are filled with learners from multicultural and multilingual backgrounds. This cultural diversity has an impact on the classroom climate. The classroom climate is seen as a major determiner of classroom behaviour and learning. Research surrounding classroom practice is changing the way teachers organise their learning spaces as well as their methods of teaching and learning. This paper aimed to gain insight into the teachers' perceptions of the creation of invitational learning environments, using the Invitational Learning Theory as the basis. A qualitative case study involving methods such as focus group interviews with teachers and document analysis containing teachers' notes were examined through the lens of the Invitational Learning Theory of Purkey and Novak. The results indicated that the learning environment plays a significant role in teaching and learning. Teachers noted that when the learning environment was friendly and conducive, learners showed greater enthusiasm to participate in classroom activities. If classrooms were inviting, neatly organised and well-arranged, learners showed a willingness to learn and accepted responsibility for their learning. Teachers noted that learners would go to a specific subject table, for example, mathematics or literacy, and engage in peer learning with the materials.
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Papers by Lyndsey Smart