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      Searching for research results to inform the design of an initial professional teacher education programme for the foundation phase: A systematic review

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          Abstract

          This article reports on a systematic review conducted to inform the development of a professional teacher education programme for the foundation phase of schooling. The research question was: What do quality research studies identify as the components and/or characteristics of quality teacher education for the foundation phase programmes that allow new teachers to begin to teach for epistemological access. A search for systematic reviews on educational programmes related to foundation phase for initial teacher education was conducted for the period between 1980 and 2011. The researchers added Stage 0 as a fifth step to the traditional four-step systematic review process. Stage 0 or quasi-tertiary review allowed us to present substantive findings of the identified systematic reviews and to explore their methodological quality. From the initial 2876 hits (mostly health and medical studies), only 19 studies were related to the educational field. Only three of the 19 studies were finally accepted as eligible at Stage 0. None of the reviews directly addressed programme design but contained elements that were considered as useful when designing programmes. The present study makes it clear that there is a dearth of research on entire programmes related to initial teacher education for foundation phase teachers.

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          'What are effective strategies to support pupils with emotional and behavioral difficulties (EBD) in mainstream and primary schools?: Findings from a systematic review of research'

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            'The quality of systematic reviews of effectiveness in literacy learning in English: A "tertiary" review'

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              'Improving educational research: Toward a more useful, more influential, and better-funded enterprise'

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                Author and article information

                Contributors
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Journal
                sajce
                South African Journal of Childhood Education
                SAJCE
                University of Johannesburg (Johannesburg, Gauteng, South Africa )
                2223-7674
                2223-7682
                2016
                : 6
                : 1
                : 1-8
                Affiliations
                [01] orgnameUniversity of the Western Cape orgdiv1Faculty of Education South Africa
                [02] orgnameUniversity of the Western Cape South Africa
                Article
                S2223-76822016000100013
                10.4102/sajce.v6i1.285
                3cc18279-d88c-4b91-bf12-d74f344aa2cf

                This work is licensed under a Creative Commons Attribution 4.0 International License.

                History
                : 20 May 2015
                : 07 April 2016
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 7, Pages: 8
                Product

                SciELO South Africa


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