Abstract:

Foundation Phase classrooms in South Africa continue to face uneven literacy practices, influenced by historical inequalities and persistent resource constraints. Within this context, understanding how pre-service teachers encounter reading pedagogies during their teaching practice is essential, particularly as picture storybooks hold significant value for early literacy, emotional development, and critical thinking. This study explores how pre-service teachers perceived the use—or neglect—of picture storybooks by in-service teachers during school placements, and how these observations shaped their developing professional identities.

The study examines pre-service teachers’ perceptions of classroom reading practices, focusing on whether teachers read to children, how picture storybooks were integrated into lessons, and the extent to which literature-rich pedagogies were prioritised.

Drawing on qualitative questionnaire responses, semi-structured interviews, and reflective coursework activities from Foundation Phase student teachers, the study analysed how participants interpreted and made meaning of reading practices observed across diverse school contexts.

Findings reveal that many pre-service teachers witnessed limited or inconsistent use of picture storybooks in classrooms. Several noted that teachers prioritised textbook-driven instruction, omitted story time due to curriculum pressure, or left picture books unused on shelves. Yet, participants also observed the positive impact when stories were incorporated: children displayed heightened engagement, stronger comprehension, and increased willingness to participate. These contrasting experiences prompted pre-service teachers to critically reflect on the pedagogical and emotional significance of reading aloud for young learners.

The study highlights the need for teacher education programmes to strengthen modelling of literature-rich pedagogy and equip student teachers to advocate for inclusive, story-based learning. By foregrounding picture storybooks as transformative resources, the research contributes to global conversations on early literacy, classroom innovation, and social justice in teacher preparation.

Keywords:

Teacher education, picture storybooks, early literacy, teaching practice, classroom observation, Foundation Phase.