This paper presents selected findings from a cross-sectional survey of the Foundation
Phase literacy programmes for the Bachelor of Education degree for the Early Childhood
Development/Foundation Phase teacher preparation programmes at South African
higher education institutions. The survey was a branch of the Centre for Evaluation
and Assessment’s Teaching Literacy Education Project, which investigates pre-service
and in-service training initiatives for literacy teaching in South Africa. The aim of the
survey was to describe how pre-service student teachers are currently being trained
to teach reading literacy for South African Foundation Phase learners. The selected
findings are linked to one primary research question: How do current BEd Foundation
Phase teacher education programmes prepare teachers for literacy teaching? – with its
associated sub-questions: How is the reading instruction preparation programme
structured at each institution?, Which reading literacy instruction strategies are
promoted in teacher education for Foundation Phase learners? and What are the
challenges associated with this training? In response to requests to all South African
higher education institutions offering the degree to participate, lecturers involved
in the presentation of these programmes at eight institutions completed a survey
questionnaire with both open and closed response items, and provided study guides
for comparative content analysis to address these questions. The main findings are
that there is wide variation – both in the programme goals espoused, and the design
of the programmes at the different institutions. It seems that content for these literacy
programmes is mostly well considered, with each module and study unit serving a
specific goal for teacher education that is in line with the national curriculum and
international trends. However, time limitations, resource inadequacies and a lack
of optimal opportunities for student teachers’ practical exposure may impede the
achievement of programme goals.