Symbol literacy approach in education : the perspectives of primary school teachers

Abstract

This research study sought to explore the teachers’ perspectives on the Symbol Literacy approach in education. The main aim of this research was to investigate and analyse teachers’ perceptions on the possible benefits and drawbacks that this approach generates, and how this approach can help children’s reasoning and inferential skills. A qualitative method that lends itself admirably to an in-depth investigation of the subject of this study was deemed the most appropriate for this study. To this end, eight semi-structured interviews were conducted with eight primary school teachers in order to gain an understanding of their thoughts, opinions and suggestions regarding the Symbol Literacy approach in education. Through the use of thematic analysis, the results yielded five main overarching themes, which succeeded in answering the research question driving this research. These five main themes were Effects of Symbol Literacy approach on children; the Symbol Literacy activities; Teachers’ attitudes towards Symbol Literacy approach; Drawbacks; and Including Symbol Literacy approach in the curriculum. These themes highlighted teachers’ reflections on the Symbol Literacy approach and their opinions on the activities they participated in. The different strategies that they adopted in order to promote the Symbol Literacy approach in their everyday teaching in the classrooms were also discussed. Although some downsides of the activities and drawbacks of including this approach in education were cited by participating teachers, the latter unanimously agreed that the benefits outweigh the drawbacks, since they firmly believed that Symbol Literacy approach can significantly help children develop their reasoning and higher order thinking skills. Teachers also highlighted the measures that schools can take to help promote the Symbol Literacy approach, which in turn will enhance children’s symbolic repertoire. All of these themes that were discussed in depth shone a light on teachers’ multifaceted perspectives on the Symbol Literacy approach, which in their view will be instrumental in facilitating a deeper understanding and promotion of the Symbol Literacy approach in our local context.