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Pre-Service Teachers' Experiences of Teaching Practice: Case of South African University

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Abstract

The current study examined faculty of education students' experiences of the quality of teaching practice. The intent was to determine how to equip prospective teachers to effectively cope with feelings and common problems they faced during teaching practice. A qualitative research design was adopted using a case study. Semi-structured interview schedule was administered, while content analysis was used for analysing the data. The sample included forty-three pre-service teachers in a South African university. The data revealed that education pre-service teachers need to pay attention to (1) flexibility in time of course participation, (2) flexibility in content in the course, (3) flexibility in instructional approaches and learning materials, and lastly (4) flexibility in course delivery and logistics.
Pre-Service Teachers’ Experiences of Teaching Practice:
Case of South African University
Prem J. Heeralal and Anass Bayaga*
Faculty of Education, School of Initial Teacher Education, East London, South Africa
E-mail: Pheerale@ufh.ac.za, *abayaga@ufh.ac.za
KEYWORDS Pre-Service Teachers. Teaching Practices. South Africa
ABSTRACT The current study examined faculty of education students’ experiences of the quality of teaching practice.
The intent was to determine how to equip prospective teachers to effectively cope with feelings and common problems
they faced during teaching practice. A qualitative research design was adopted using a case study. Semi-structured interview
schedule was administered, while content analysis was used for analysing the data. The sample included forty- three pre-
service teachers in a South African university. The data revealed that education pre-service teachers need to pay attention
to (1) flexibility in time of course participation, (2) flexibility in content in the course, (3) flexibility in instructional
approaches and learning materials, and lastly (4) flexibility in course delivery and logistics.
INTRODUCTION
Much has been said about the importance of
teaching practices in in-service teachers educa-
tion (Marais and Meier 2004; Quick and Sie-
borger 2005).Sadly, a component which receiv-
ed little attention is about the quality of pre-ser-
vice teaching practice (Kiggundu 2007; Hill et
al. 2008). Traditionally, the quality of universi-
ties’ faculties around the world has been judged
from indicators such as entrance standards, re-
putation rankings, and/or the presence of distin-
guished famous graduates (Huber et al. 2005).
But, when it comes to education faculties across
universities, the aforementioned expectations
are relatively skewed. Recent research suggests
a “… range of experiences to which student edu-
cators are exposed when they work in classrooms
and schools” (Kiggundu 2007: 25). The author
remarked that “one of the aims of teaching prac-
tice is to provide opportunities for student teach-
ers to integrate theory and practice (Kiggundu
2007: 27). This is because, quality in education
is not only characterised by those indicators
(Huber et al. 2005). Indeed, one most important
indicator for the training of any professional
teacher is Teaching Practice (Nancy 2007). For
this reason, judging quality of such a faculty is
difficult, because the needs and expectations of
teachers vary (Sternberg 2008). This is particu-
larly true if the university attracts its cohort from
a rural setting (Lang 2007). On this account, re-
searchers suggest that quality of Teaching Prac-
tice is a relative term that reflects individual val-
ues, perceptions, and experiences and geogra-
phically controlled (Sternberg 2008).
To address issues of quality of Teaching Prac-
tice, educational scholars recognise the need to
identify measurable correlates of Teaching Prac-
tice. Without measurable correlates, the mean-
ing of this complex concept can easily be con-
fused. If the meaning of quality Teaching Prac-
tice is not clear, then our efforts to enhance it
will not likely be successful. Undoubtedly, Teach-
ing Practice is often perceived to be of lower
value in rural settings than their counterparts in
urban settings (Shulman 2004). In fact, recently,
it was noted that “… the effectiveness of the
teaching practice can be diminished or eroded
by geographical distance” (Kiggundu 2007: 25).
The author added that “…isolation, low and un-
even levels of teacher expertise, and a highly
structured (rigid) system of schooling and teacher
training” all impact negetively to teaching prac-
tice (Kiggundu 2007: 25). Perhaps, reasons rang-
ing from infrastructure, transport, the will to ac-
cept rural environment and support (Seeley and
Adler 2008). Additionally, “research has shown
that a mentor and/or supervisor has considerable
influence on the performance of the student
teacher during teaching practice (Kiggundu 2007:
28). Ironically, recent debates have fuelled a
heightened emphasis that the quality of Teach-
ing Practice should be one universal concern
among stakeholders in education (Nelson 2007).
Even so, local researchers acknowledged that the
current institutional culture is not supportive of
rural teaching in South Africa (Kiggundu 2007).
Past research cited candidate teachers resistance
to rural settings as a major obstacle to the suc-
cess of Teaching Practice. In fact, this is par-
© Kamla-Raj 2011J Soc Sci, 28(2): 99-105 (2011)
ticularly true with pre-service teachers (Drent and
Meelissen 2008). Sadly, critiques have lamented
over such experiential difficulty particularly for
ideal teacher (Paul 2004). In fact, there has been
an outline of an ideal teacher.
The ideal teacher as suggested is one who is
working diligently towards a firm grasp of basic
pedagogical skills (Drent and Meelissen 2008).
That teacher must be adequate – thus actualised
or realised himself/herself. This suggests that an
essential characteristic of a good teacher is an
adequate self. Even, past research noted charac-
teristics of an adequate personality which con-
stitutes a good teacher as: (1) a positive self im-
age (2) willing to accept others as well as self
(3) identifying in a positive way with others, and
(4) being well informed (Very 1990: 202). These
characteristics contribute to developing peda-
gogical skill and are further enhanced during
teaching practice particularly in rural environ-
ment. Practice teaching is an integral component
of the curriculum of teacher training. Conse-
quently, it grants student teachers three stages
and experience in the actual teaching and learn-
ing environment (development of teachers).
The first argument is that of survival stages –
these are the concerns about one’s adequacy and
survival as a teacher (Drent and Meelissen 2008).
While, there seem to be much written on ad-
equacy related to in-service teachers, not the
same is true about survivability of students for
pre-service teaching. For instance other factors
such as- being liked by pupils, about supervi-
sors’ opinions, about being observed, evaluated,
praised and failed- are taken for granted. Addi-
tionally, not much is known about feelings evoked
by one’s status as a student. It is thus lamented
that pre-service teachers have more concerns of
this type than in-service teachers (Drent and
Meelissen 2008).
Secondly, there have been discussions lately
on teacher situation concerns of pre-service
teachers (Leach 2005). These are concerns about
having to work with too many students or hav-
ing too many non-instructional duties. Yet, the
discussion excludes time pressures, inflexible
situations, lack of instructional materials, related
to pre-service teachers. These frustrations seem
to be evoked by teaching situations. In fact, stu-
dies have long identified that pre-service teach-
ers have more concerns of this type of indictors
than in-service teachers (Leach 2005; Drent and
Meelissen 2008). Even, with these past resear-
ches, there was no evidential for their claims.
Additionally, almost all of the past and present
studies were foreign based. This is not to dis-
count on the context, since the various studies
gave the basis for the present, but to contextualise
the present in a rural South African University.
The third and final stage is learner concerns-
although, past studies suggest that these are con-
cerns about (1) recoginising social and emotio-
nal needs (2) about the inappropriateness of some
curriculum material for certain students (3) about
being fair to pupils and (4) about tailoring con-
tent to individual students (Leach 2005; Mtika
2008). The studies did not include pre-service
teachers (Mtika 2008).
In view of the above, it is imperative that ex-
periences of pre-service teachers be conducted
to investigate the context as aforementioned.
Dealing with and overcoming barriers as early
as possible particularly with pre-service teach-
ers will contribute to addressing the issues of
economic problems (that is, attracting and reten-
tion of pre-service teachers), ergonomic prob-
lems (that is, job fatigue, burn-out and job satis-
faction) and psychological problems (that is,
stress, anxiety, anger and depression). Other stud-
ies have even indicated that as a result of inex-
perience in dealing with challenges, the beha-
viour exhibited by beginning (pre-service) teach-
ers appear to be a lack of understanding of the
contestations discussed. This leads them to feel-
ing confused, frustrated and isolated.
Teaching Practice at ‘Case’ – Case Analysis
To qualify as a teacher in South African Uni-
versity, one has to finish undergraduate study
programme related to teaching. Most program-
mes last for four years. The study programme
offers courses in language, mathematics and other
related fields. Teaching practice methodology
course is offered as a year course from 1st to 4th
year of study. Lectures and seminars are taught
on a weekly basis, while teaching practice is
organised sometimes in one block (six weeks) in
July - October (cf. methodology for details). Stu-
dents are assigned to one school to do class-
room observation and teaching. Teaching prac-
tice implies first observing the mentor teach a
certain number of lessons and then the trainees’
own teaching. Whenever possible, the trainees
observe a variety of lessons (different age of
learners, different levels of knowledge). During
PREM J. HEERALAL AND ANASS BAYAGA
100
observation periods the trainees fill in the vari-
ety of observation sheets they get from the teacher
trainer (host teacher and the university). Obser-
vation sheets contain classroom observation tasks
the aim of which is to raise the trainees’ aware-
ness about some aspects of the teaching and learn-
ing processes.
Additionally, the school experience file has
assessment form(s) which require(s) that a stu-
dent provide names of principal, teachers, dates
of school experience and visits by lecturers, pro-
vide class information including class timetables,
classroom layout and term planners, include a
list of the names of learners indicating date of
birth, gender, primary language, family circum-
stances and after care. Next students are required
to pay attention to record of learners progress.
This requires them to describe the performance
and development social, cognitive, physical and
moral development of four contrasting learners.
This normally includes a list of selected learn-
ers, included examples of selected children’s
work with accompanying critique and evaluation.
It is also a requisite that a student motivates why
learners were required to produce the work in-
cluded and how this work informed learning and
teaching. In most cases, students are also required
to provide assessment rubric for mathematics and
language units/modules taught (focusing on 6
learners).
The third section includes planning, prepa-
ration and assessment. This requires that students
provide a grid of daily teaching and co-curricu-
lar involvement. Also, they prepare lesson plans
2 hours or half the lessons per day. Then the lear-
ners are assessed and explained how learners
were assessed during the lesson. Also required
is to evaluate lesson plans and teaching and pro-
vide evidence of co-curricular involvement and
reflect critically on learning gained. The final
section requires a summative self-evaluation.
Thus, provision of copies of previous years sum-
mative self-evaluation, three personal measur-
able and achievable goals at start of Teaching
Practice, provide reflection of own teaching
strengths, provide reflection on challenges and
areas of improvement, comments on influences
of educational theory on own practice.
The journal has to provide evidence of and
reflect critically on learning gained in terms of:
hopes, fears, expectations, observations and is-
sues, special days, new learning and experiences,
teaching ideas and examples, particular learners,
feedback from lecturers and links between theory
and practice and growth and development as a
teacher.
Lastly, when planning the trainees follow the
model of the planning process that is suggested
by the teacher trainer.
Following the aim of the paper is to investi-
gate pre-service teachers’ experiences and per-
sonal views. The study was based on the results
of a semi-structure interview schedule that was
submitted to the students at the end of teaching
practice sessions in 2010. The results provide
data on the difficulties students had with certain
aspects of teaching and the level of help they re-
ceived from the school.
Purpose of the Study
Following the aforementioned contestations
(cf. Background of Study and Nature of Teach-
ing Practice), the current study examined pre-
service teachers’ experiences during teaching
practice. It did this by determining how to equip
prospective teachers to more effectively cope
with feeling and approaches with common prob-
lems and issues that they face during teaching
practice. This is needed to inform planning of
teaching practice and to refocus and reaffirm the
commitment to the teaching of organisation and
management skills.
This paper sought to identify some of the bar-
riers that pre-service teachers experience and
propose ways in which they can be overcome so
that practice teaching benefits the professional
development of the student teacher.
PROCEDURE
A qualitative research design using a case
study was adopted. Semi-structured interviews
with all student teachers were used to collect the
data while content analysis was used for
analysing the data. For the four year Bachelor of
Education degree that comprises 480 credits, 100
credits are allocated to practice teaching. For the
practice teaching course, students spend one day
per week over a period of twelve weeks in the
first semester and a period of six consecutive
weeks in the second semester, per year, at schools
(cf. Nature of Teaching Practice). Students
choose, from a list of schools, the school that
they do their school experience in. For the prac-
tice teaching to be meaningful to students in de-
PRE-SERVICE TEACHERS’ EXPERIENCES OF TEACHING PRACTICE 101
veloping teaching competencies, barriers that
they experience need to be minimal or overcome
completely.
Data and Case Selection
For the purpose of the current paper, final year
Bachelor of Education (B.Ed) students as well
as Post-graduate Certificate in Education (PGCE)
students, from a South African university were
used as respondents. The population size was
sixty- nine, (69). Of the population of sixty- nine,
forty- three students (sixty two percent - 62%
response rate), volunteered to participate in the
study and responded in writing to an open ended
question posed to them relating to the experi-
ences during practice teaching. The data was
gathered after the students had completed their
practice teaching.
Instrumentation
The instrument consisted of items which
aimed to discover students’ experiences in their
initial training in terms of difficulties they had
experiences with teaching and the level of help
they had received on teaching. It also attempted
to discover students’ personal views on the teach-
ing practice. In this part, students were encour-
aged to give their views on the teaching practice
as a learning experience and to give suggestions
for improving the teaching practice activity.
RESULTS
Responses to the instrument was analysed
using content analysis However, themes that
emerged were grouped in pupils, behaviour, with
mentors’ behaviour, and with own behaviour. The
biggest group of complaints concerned pupils’
behaviour in the classroom. For purpose of en-
suring validity, the instrument was re-examined
by colleagues to ensure that statements of ambi-
guity are reduced to the minimal.
This section examines the results of the study.
Students expressed various complaints which can
be grouped into those concerned with pupils’
behaviour, with mentors’ behaviour, and with
own behaviour. The biggest group of complaints
concerned pupils’ behaviour in the classroom.
Students mostly complained about the pupils’
lack of interest for what was going on in the class-
room. Another group of comments concerned the
teachers, thus their attitude towards pupils and
towards student teachers. Students mostly com-
plained about teachers who neglected weaker
students during classroom interaction. The third
group of complaints concerned mentors’ attitude
towards teachers. Students complained about
mentors not being cooperative and not provid-
ing required help. One student wrote “…men-
tors were just looking forward to getting done
with the students’ teaching practice as soon as
possible” (student 4). There were some aspects
of own behaviour that frustrated students such
as concerns about not doing everything properly
and on time, nervousness, stage fright.
Respondents were asked what in their experi-
ence formed the most significant concern of the
teaching practice. Students reported that teach-
ing practice brought considerable amount of ex-
perience to their study, and expected to be able
to apply the information immediately (student 1).
On the other hand, it was reported that teaching
practice tended to be very busy with other com-
mitments and generally had poorer academic
preparation (student 7). Student 1 had this to sup-
port that claim:
The file and journal that we have to keep,
takes up a lot of time, and most of it is irrelevant.
Having to type out lessons every day is time
consuming. What we are taught at varsity is not
relevant in the classroom (Student 1).
Student 1’s lamentation was re-echoed by stu-
dent 6 who suggested that:
The lack of knowledge about the school and
what is expected of us in the beginning. The
stress to perform distinctive work from the
lecturers places pressure on the students. File
and journal require too much of work from the
student. Lack of understanding from lecturers:
if tasks cannot be done (Student 6).
As for courses, students indicated that they
did more preparation for teaching practice
courses and were better organised. But, student
claimed learner were not used to doing group
work. The pre-service teachers noted that they
were frustrated by the amount of interruptions
during the day.
A concern which was prominent was lesson
planning. Lesson planning was a tedious task. In
fact, their concern was that “…introductory les-
sons may need more input, but not every lesson
in between” (student 11). “There is so much that
goes into this file and at this level where we have
other expectations, the file appears unnecessary”
PREM J. HEERALAL AND ANASS BAYAGA
102
“So much time and effort goes into these files”
(student 5 echoed). Time could be spent on some-
thing more important as they argued. The four
learners who are assess/observe for the duration
was a matter of concern. On a positive note, stu-
dents indicated that a hands on activity was ap-
propriate in Teaching Practice. Nonetheless, oth-
ers included uncertainty about a strike that
plunged the process of teaching experience, un-
willing and unhelpful mentors, ill-disciplined
children, not enough time and having to do a daily
journal. Student 14 specifically noted that “…in-
frastructure – lack of basic facilities at the school
for multi-grade classes. In student 5’s view, not
knowing everything about the school thus the
“…paper work, the amount of administrative
work required …” was frustrating. Number of
hours required to teach, when there is no time
was equally a challenging issue. It was noted that
some “… host teachers are not always helpful”
(student 9). Reason being that too much impor-
tance was placed on the file. Sports which was a
component of the school activities was not easy
to do at school as they have limited activities,
therefore this section in the file was not properly
done. In most cases student note that they were
not taught to do an attendance register or reports,
suggesting that “…the time of the year that we
visit schools is not good as learners are busy with
assessment” (student 7).
Although, students did their best to complete
their work, it was noted that they were “…given
enough time to complete everything…” required
as commented by Student 13. Nonetheless, they
agreed that as teachers they have a huge work-
load. In addition to time and flexibility, a stu-
dent noted that:
Not enough time to teach. Host teacher does
all other things and my teaching is pushed aside
or rushed. Doing the stupid file – useless
information wanted in the file that wastes time.
Not being given the opportunity to teach in a
different district – limits me as I don’t intend
teaching in East London. Journals should not
be written everyday. Confidentiality not always
followed – other students discuss what is said
at school and varsity. Varsity not fully aware of
a real school day – expect us to work magic
some days, and do what they expect but we don’t
have the time. Not enough time to do research
during Teaching Practice (Student 14).
It was argued that authorities (university and
mentor) were not flexible enough to fit in with
the school as the school has other commitments.
The particular concern was teaching for the whole
day when the host teacher needs to do other things
with their class. Students also argued that they
felt that they should not have to stay at school
for the same amount of hours that the school al-
locates for teachers as they “… have to plan for
the next day and staying at school is a waste of
time” (student 14). These frustrations pertained
to getting all the “…things for the files such as
prospectus, policies…” (student 14). This also
included a reflection of four lessons in the file
each week.
Students gave suggestions for improving sev-
eral areas. These areas are students’ teaching
opportunities, teaching and learning conditions,
cooperation between students and the teacher
trainer, cooperation between school and univer-
sity and organisation of teaching practice. Stu-
dents had this to say about Lecturers. It was noted
that “lecturers are not transparent enough to ex-
plain to us clearly why we are doing this and that”
(student 15). The student added that “…we are
just told how to do it, which gives us no idea.”
Amongst other frustrations included discipline.
“Discipline is something I am not good at, my
grade 5 learners frustrate me, they are too com-
fortable around me, they make noise all the time”
(student 15). This is in sharp contrast with a
Gauteng study which highlighted that “learners
were well behaved and actively participated in
the class activities” (Kiggundu 2007: 32).
DISCUSSION
Although, previous studies suggest that teach-
ing practice is interesting because students are
able to apply what they studied (Huber et al.
2005; Kiggundu 2007; Mtika 2008). One main
concern of teaching practice in the current study
is to adjust to student needs and interests and
that learning would be more likely to have long-
term usefulness to students. Students involved
in teaching practice should be encouraged to
design their courses with student needs in mind
to capitalise on this central quality issue. If stu-
dent needs are not met, it makes little difference
whether the process of delivering instruction is
of high quality, this is consistent with recent study
(Mtika 2008).
Students’ greater disparities seem to be on
efforts to enhance teaching practice quality. Thus,
quality of teaching practice should be enhanced
PRE-SERVICE TEACHERS’ EXPERIENCES OF TEACHING PRACTICE 103
on all factors by systematic analysis and improve-
ment of work processes. Data from this study
suggest that emphasis should be placed on mak-
ing host teachers available to students, being sure
that courses represent instructors’ best efforts,
using a variety of teaching methods and assess-
ment procedures, encouraging students to use
support structures that are available to them, and
finding ways to enhance interaction during teach-
ing practice. This is consistent with previous
study which indicated that “majority of respon-
dents also revealed that teaching practice moti-
vated them to teach and that they received ‘con-
stant guidance from their mentors” (Kiggundu
2007: 30). The findings in the current study are
affirmed the previous study.
With regards to their experiences of the ques-
tion ‘what can we do to improve the process of
delivering teaching practice? Clearly our (uni-
versities) focus should not be on administrative
work (Drent and Meelissen 2008). Student can-
not be expected to do this successfully without
support. However, research and data concluded
that students lacked competence and confidence
in teaching practice which impacted on them.
This view was recently noted by a study which
affirmed that some respondents expressed nega-
tive experiences with their mentors (Kiggundu
2007: 31). Resources must be directed to
student’s development programs that give hands-
on experience with the technologies and meth-
odologies that will ultimately be used to deliver
courses. The support must be ongoing. Thus stu-
dents can not be expected to embrace teaching
practice if the methodologies constantly get in
the way of their teaching and of their students’
learning.
The main factor limiting the delivery forms
has been the difficulties associated with commu-
nication among the administration. Since admin-
istration plays a critical part in teaching and learn-
ing, this impediment has traditionally minimised
and limited the learning opportunities for the
teaching practice. Although, it is important for
students to be competent in all of the aforemen-
tioned, having to include all aspects in one school
experience session of six weeks places an enor-
mous burden on students. The issues are further
exuberated by the fact that the second year stu-
dents will have to repeat the procedure in the
third and fourth years of their studies. The bur-
den on students could be lightened if a develop-
mental approach is used where in progressive
years specific or different aspects are targeted
which are not expected of student in subsequent
years. Considering the volume and depth of in-
formation that has to be collected and presented
in the file, by the student, during a six week pe-
riod of practice teaching, it would be reasonable
to concur with students that the file is a serious
barrier or source of frustration that can adversely
affect the professional development of the stu-
dent. Hence, having further consequences as the
student becomes a fully fledged teacher. Such
consequences could include making a long term
career choice, thus suggesting that pre-service
teachers’ experiences have an influence on deci-
sions that the individual has to make regarding
in-service performance and length of service in
the teaching profession.
This study concludes and affirms that the ex-
perience and challenges faced by pre-service
teachers are attributable to factors concerning the
preparation during training, relationship with
school-based mentors, induction into the school,
attitude of other educators, involvement in other
activities, learner discipline lack of resources
and implementation of OBE. The current study
also resonates with the previous authors find-
ings, which concluded that it is important that
teacher trainers be made aware of the factors
that militate against positive teaching practice
experience to which end teacher education will
have to be reconceptualised to assist student
teachers to achieve the desired outcomes from
the teaching practice in a more comprehensive
manner (Kiggundu 2007).
CONCLUSION
The current study examined pre- service
teachers training during teaching practice. The
intent was to determine how to equip prospec-
tive teachers to effectively cope with experience
and approaches they faced during teaching prac-
tice. The data suggested that education faculties
need to pay attention to (1) flexibility in time of
course participation (2) flexibility in content of
Teaching Practice (3) flexibility in instructional
approaches and learning and (4) flexibility in
course delivery and logistics.
It is clear that for a teaching practice to be
considered truly flexible, it requires significant
freedoms and controls for the learners. Much of
what is currently done by university is far from
being flexible in many of these areas. However,
PREM J. HEERALAL AND ANASS BAYAGA
104
it requires astute use of methodologies that are
possible within the existing boundaries of uni-
versity Teaching Practice.
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PRE-SERVICE TEACHERS’ EXPERIENCES OF TEACHING PRACTICE 105
... Mentors function as the mediators who facilitate the novice teachers' teaching skill. They assist mentees to prepare lesson plans and instructional strategies and provide opportunities to observe model lessons (Heeralal, 2014;Mathur, Gehrke, & Kim, 2013) in accordance with the existing school and cultural norms. Wang and Odell (2002) categorised these academic supports as the "situated" approach (p. ...
... These supports can help novice teachers deal with difficult students' behaviour and problematic classroom management (Evertson & Smithey, 2000;Garza & Ovando, 2012;Mathur et al., 2013;Närhi, Kiiski, Peitso, & Savolainen, 2015;NSW DET, 2001;Rossmanith, 2006). In this situation, ongoing modelling by mentors will result in the success of the support (Heeralal, 2014;Lacey, 1999;Mathur et al., 2013). The purpose of the support is to assist novice teachers to adapt to a new environment. ...
... A rich body of studies on mentoring has indicated that collaborative planning plays a significant role in achieving positive learning outcomes for mentees. Through collaborative lesson planning and preparation, mentors support their mentees to develop their teaching performance (Clark & Byrnes, 2012;Heeralal, 2014;Hudson, 2013c) by giving help and training mentees to prepare teaching plans, resources and strategies before their teaching observation. In this collaborative planning, both mentors and mentees discuss and plan pedagogical activities together, including preparing lesson plans, creating instructional teaching strategies, designing teaching assessment and planning appropriate classroom management and administration (Heeralal, 2014;Mathur et al., 2013). ...
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Mentoring is a form of significant professional support for novice teachers’ teaching expertise. This study aimed to explore the effectiveness of a school-based mentoring program for novice teachers in ‘Permata Hati’ secondary school in Indonesia. A qualitative case study research design was employed to identify the impact of the mentoring program’s effectiveness and investigate the complexities in terms of its implementation in relation to the pedagogy, institution and culture of the school community. The factors that contributed to the success were examined. Semi-structured interviews, focus group interviews and document reviews were used to collect rich data on the mentoring experience from seven pairs of mentors and mentees who participated in the study. The findings revealed that for both groups, mentors and mentees, the mentoring experience was mixed. However, they reported that generally they had gained professional expertise and personal confidence from the experience. With the competences gained, they felt they could promote a positive learning culture in their school. The factors that influenced the success of the mentoring program were the mentors’ and mentees’ professional and personal qualities, the peer learning support provided, mentoring preparation and support strategies. Other elements that resulted in a positive experience for both mentors and mentees were supportive relationships, interpersonal interactions, reflective practices and the collaborative learning generated by the teaching observation sessions. A variety of barriers appeared to inhibit the success of the program, such as the mentors’ and/or mentees’ poor professional and interpersonal skills, lack of personal commitment, inadequate mentoring support and resources, and time constraints. What was evident from the data was that Javanese cultural values worked in contradictory ways. On one hand, the Javanese values assisted the teachers to cope with mentoring issues and challenges. On the other hand, the values impeded their positive learning interactions, communication and supportive mentoring relationships. The findings in this study are noteworthy, as they offer new insights and strategies for creating more-effective mentoring programs in the future and modifying the model used in this study. The findings will be useful for educational stakeholders in Indonesia who are responsible for making policies and designing professional development programs in schools and other educational institutions. The findings may also contribute to mentoring and professional development programs and studies in Indonesia and other countries with a similar cultural and educational context.
... The PGCE programmes is mostly designed to ensure that pre-service teachers, with an undergraduate non-education degree, receive training in academic and practical aspects of teaching (Heeralal, 2014;Young & Knestricit, 2012;Ostnelli, 2009). The module in the PGCE programme includes developing the ability of student teachers to evaluate research that underpins current practice in teaching and learning; developing necessary practical pedagogical skills and developing the ability to reflect on their teaching and learning strategies (Lim et al., 2009). ...
... For example, conflicting role expectation, being compelled to emulate the mentor, being exploited by their mentors, language barriers, working in a dysfunctional school, not trained for classroom management and adapting to change in the curriculum and educational system were some of the challenges faced by pre-service teachers according to Dos Reis (2012). Heeralal (2014) concurred with Dos Reis and identified several factors such as a lack of classroom management skills, time management, dealing with diversity, lesson preparation and lesson presentation as some of the challenges experienced by pre-service teachers in South Africa. On the other hand, Holtman (2010) poses that a major challenge faced by pre-service teachers in the post-apartheid South African educational system is that they had to familiarise themselves with the new content in the curriculum which they were probably not exposed to during and after their training. ...
... This is due to that fact that PGCE is condensed in one year and as a result, students do not spend enough time at school doing their TPs. This issue of limited time in TP and the PGCE as whole was also highlighted by Anderson & Pickeral (2000); Dos Reis (2012) and Heeralal (2014). This implies that one ...
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This study is an attempt to better understand the complex nature of tertiary learning by exploring challenges experienced by a group of students who have enrolled for the Post Graduate Certificate in Education (PGCE) programme as a pathway to a teaching career. This study's aim is to identify challenges experienced by pre-service teachers in the PGCE programme at a South African university with an attempt to test a research instrument that captures such challenges and to determine how the identified challenges vary among different fields of study. A self-administered questionnaire was used to collect data from 150 pre-service teachers enrolled in the PGCE programme at a South African university in 2012. Data was analysed using Principal Component Analysis (PCA) and descriptive statistics. Findings of this study showed that challenges experienced by pre-service teachers can be classified into 3 categories: namely, challenges related to terminologies and learning style used in education, challenges related to the structure of the PGCE programme and challenges associated with the academic background from the undergraduate qualification. This study further revealed that most of the challenges were reported among commerce and science pre-service teachers. Findings of this study are important in understanding flexible educational planning for the PGCE students at the university.
... In the Odyssey, Mentor signifies the king's trusted servant and Telemachus is his son. In this study, the mentor's authority is derived from their knowledge, skills, and experience as a teacher and not status or position in the school (Heeralal & Bayaga, 2011). Thus, the mentoring relationship is expected to be at a collegial echelon, based on shared values, goals, and understandings (Maphalala, 2013). ...
... I went in to teach that lesson and he came in and sat there playing with his cellphone, laughing and mocking me while I disciplined learners without even paying attention to give me advice afterwards. Aderibigbe (2013), du Plessis (2013), and Heeralal and Bayaga (2011) report ineffective mentoring relations where mentors exhibited unprofessional behavior like taking advantage of students, not gainfully observing them, or modeling lessons for them to enhance their professional learning experiences. Such unprofessional behavior contradicts expected mentor responsibilities where mentoring is viewed as a professional journey; the mentor guiding, nurturing, and supporting mentee growth; offering them practical knowledge and wisdom (Awaya et al., 2003); appraising them on shortcomings and strengths; and encouraging them as they develop abilities to prepare and deliver effective lessons (Mukeredzi, 2009). ...
... However, ineffective mentoring noted in this study supports observations by the South African Department of Education (DoE) where ineffective in-school supervisory and mentoring support in the South African education context were hindering the success of on-site initial teacher education (DoE, 2006). Limited student mentoring in South African schools has also been observed (see, for example, Heeralal & Bayaga, 2011;Kiggundu & Nayimuli, 2009;Mukeredzi, 2009;Mukeredzi & Mandrona, 2013). ...
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Little is known about mentoring student cohorts from largely urban backgrounds doing practicum at one school, living alongside the community, and sharing residential facilities with teacher educators in a rural context. This article reports Bachelor of Education students’ and mentors’ school-based mentoring experiences during a 4-week residential practicum in a rural setting. Data generated through in-depth group discussions with students and mentors were analyzed using content analysis. Experiences revolved around professional support, lesson observations and feedback, collaboration, and modeling. Notwithstanding that mentors were a source of wisdom in practical knowledge for students, they gained valuable professional knowledge around teaching styles and learner engagement from students. Collaborations rejuvenated mentor practices and stimulated their reflection, enthusiasm, and passion for work. Nondevelopmental experiences related to poor mentor communication, lack of modeling lessons, and objectivity in feedback. Although the overall impression from participants was positive, there is evidence of unequal mentor–mentee relationships and failure to construct the mentoring process as a journey of initiation into the preservice teacher’s life role. I illustrate that in-school mentoring in the South African education context may be enhanced, if school-based teacher educators are exposed to mentoring practices and school-based supports through comprehensive ongoing training to better prepare them for supporting not only preservice teachers but also novice teachers.
... The coach and mentor will give the learning sources to support the students' critical thinking to consider the best teaching and learning management method. Heeralal (2014) claimed that coaching and mentoring are the roles of mentors with guiding and supporting pre-service teachers during the teaching practicum period, strengthening pre-service teachers' understanding of the connections between knowledge and practices. Coffey and Gibbs (2002) said that coaches and mentors could advance pre-service teachers' experiences by providing them with opportunities to plan, implement, and reflect on differentiated learning teaching strategies, drawing on shared practicum experiences as examples of how differentiation works and facilitating reflection-in-action processes so the mentee can adjust teaching during implementation, according to the effectiveness of coaching and mentoring. ...
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The editorial board announced this article has been retracted on December 18, 2023. If you have any further question, please contact us at: elt@ccsenet.org
... The above findings contradict the ultimate goal of implementing mentoring programmes in schools, which allow mentees to learn from practice using guidance from a mentor to link theory with practice (Department of Higher Education, 2015). Practical application of theory in practice is possible if a positive relationship exists between a mentor and a mentee during school-based mentoring for pre-service teachers to learn how to teach successfully (Heeralal, 2014). ...
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Mentorship is a global phenomenon where a skilled individual trains a less experienced individual. Pre-service teachers often learn the necessary skills and knowledge they can use during teaching practice as future teachers. This learning usually requires pre-service teachers (mentees) and in-service teachers (mentors) to establish good and professional relationships where there is support, learning, and professional growth. The purpose of this study was to explore experiences of mentoring relationships that mentees form with their mentors during their teaching practice. This study employed a qualitative approach within a case study methodology. Three undergraduate pre-service teachers were purposively selected to generate data on their mentoring experiences, allowing them to form specific relationships with their mentors. Semi-structured interviews were used to generate data from these participants. The data was analysed using thematic analysis in conjunction with the Cognitive Apprenticeship Theory (CAT). The findings of the study indicated that mentees were able to establish positive mentoring relationships with their mentors, which were influenced by many factors such as professionalism and prior interaction. However, in certain experiences, participants faced challenges establishing professional relationships with some of their mentors. Therefore, we concluded that the participants in this study can use what seemed to be negative relationship experiences as learning curves for their future teaching careers. Moreover, the study recommended that agency should be developed with mentees to be able to deal with both positive and negative mentoring relationships.
... Peserta tersebut tetap harus diminta untuk tetap mengkaji sumber pustaka terkait dengan evaluasi sehingga para calon guru pamong tersebut lebih baik lagi dalam pemahaman yang diperlukan untuk mendisain instrumen evalausi proses dan hasil pelaksanaan PLP. Selain itu assistance of mentors in lesson preparation, methods of presenting lessons, assessment of learners, administration matters, classroom management, maintenance of discipline and professional development (Heeralal, 2014) Keterampilan guru dalam mendisain instrumen observasi dan evaluasi praktek pengenalan lapangan persekolahan sudah cukup baik. Namun perlu tetap berlatih dalam bentuk pemantapan agar semakin lebih baik lagi ketrampilannya dalam mendisain instrumen evaluasi. ...
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Sesuai dengan standar pendidikan guru bahwa mahasiswa program sarjana kependidikan harus mengikuti mata kuliah pengenalan lapangan persekolahan di satuan pendidikan. Untuk mencapai tujuan Pelaksanaan PLP tersebut perlu di dukung oleh pembimbing dari unsur guru yang memahami secara teknis pembimbingan dan evaluasi mahasiswa peserta PLP, juga agar dapat mengarahkan mahasiswa untuk bisa memiliki kemampuan terkait dengan program sekolah. Perangkat pembelajaran dan praktek mengajar. Berdasarkan studi pendahuluan para guru SD belum memiliki pemahaman yang sama tentang teknik pembimbingan dan evaluasi mahasiswa peserta PLP, sehingga perlu dilakukan workshop kepada guru-guru SD tersebut agar mampu membimbing dan mengevaluasi hasil PLP mahasiswa. Tujuan kegiatan pengabdian yang dilakukan adalah untuk Mengembangkan pemahaman guru SD di Kecamatan Kepenuhan di Kabupaten Rokan Hulu dalam membimbing dan mengevaluasi kemampuan mahasiswa dalam menyusun program sekolah, perangkat pembelajaran; Mengembangkan keterampilan guru guru SD Se Kecamatan Kepenuhan Kabupaten Rokan Hulu dalam membimbing dan mengevaluasi mahasiswa peserta PLP. Metode yang digunakan dalam pengabdian ini adalah melalui workshop yang lebih berbasis pada praktek langsung teknik pembimbingan dan penilaian mahasiswa peserta PLP yang dapat meningkatkan kemampuan dalam mengarahkan dan membimbing mahasiswa peserta PLP. Kegiatan pengabdian dilaksanakan dengan tahapan sebagai berikut: Studi literatur, analisis kebutuhan guru berupa pemahaman dan keterampilan guru dalam membimbing dan mengevalausi hasil PLP, pengukuran kemampuan awal guru, mendisain program workshop, pelaksanaan workshop: berupa kajian pembimbingan peserta PLP, praktek mendisain instrumen evaluasi PLP, pemantauan dan bimbingan di lapangan oleh tim pengabdian pada masyarakat, asesmen kualitas pelaksanaan dan hasil akhir workshop peserta dan, penyusunan laporan. Hasil kegiatan menunjukan bahwa Sebagian besar guru memiliki pemahaman secara komprehensif mengenai teknik-teknik pembimbingan, pelaksanaan praktek pengenalan lapangan persekolahan, mengevaluasi proses dan memiliki keterampilan dalam mendisain instrumen observasi dan ecvaluasi: membimbing mahasiswa, mengevaluasi proses dan hasil, proses membimbing penyusunan laporan praktek pengenalan lapangan persekolahan. Dengan demikian guru akan membimbing mahasiswa PLP dan melaukan evaluasinya secara baik.
... Such complexities often shape the students' ability to derive maximum benefits therefrom and indeed, from the pre-service training (Bloomfield, 2010;Johnston, 2010). In developing countries like South Africa, teaching practice challenges are usually more severe, particularly in rural schools, due to limited research to understand the school-based support and its effectiveness.Heeralal and Bayaga (2011)discovered that student TP efficacy in rural South Africa was minimised by isolation, low and uneven levels of school-based teacher expertise, and support. Similarly, Prince, Snowden and Matthews (2010) posit that student teachers find the TP period in rural contexts stressful, lonely and demanding because of inadequate support from the schools and mentors. ...
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The concept of student teaching practice is globally rooted in training pre-service teachers to work within diverse schools and learner populations, in dissimilar contexts. It is also a drive towards the development of knowledge, professionalism, sense of efficacy, and flexibility in their performance and interactions. There is seemingly little research that has been done in South Africa to gain insight into the pre-service teachers' development of knowledge and professionalism during rural teaching practice. In developing countries like South Africa, teaching practice challenges are usually severe, particularly in rural schools, where there is generally a paucity of information on the nature of school-based support pre-service teachers receive. In the article we explore pre-service teachers' professional learning experiences during teaching practice in Acornhoek, rural Bushbuckridge. The project used qualitative semi-structured reflective discussions and students' reflective journals to collect data. The findings show that pre-service teachers experienced a shift of mind as they engaged in professional thinking, learning and meaning making.
... The value of post-lesson critical reflection, which develops teachers into lifelong learners who are autonomous and selfdirected, was not given much priority. The lesson analysis indicator assessed by the three institutions lacked specificity of what indicators guided the assessment to ensure the analysis did not degenerate to a mere recount of lesson events (Heeralal 2014). In terms of the lack of convergence, record keeping was the worst of all the categories (Table 6). ...
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2 <newlynmutetwa@yahoo.com>, 3 <TMushoriwa@ufh.ac.za>, 4 <mpbegede@gmail.com> ABSTRACT This study investigated competences, knowledge, skills and dispositions privileged in five universities' teaching practice (TP) assessment instruments. It content analysed the universities' TP assessment instruments and identified indicators cutting across at least three of the universities' assessment instruments as representative of what they considered effective teaching indicators. Findings revealed universities' lack of consensus on specific indicators of good practice despite general uniformity in the assessment categories. There was greater consensus on input indicators which assessed teacher profile and what they brought into the teaching and learning environment than on the process or output of teaching and learning. Actuated by the need for measurability of assessment indicators, assessment instruments generally assessed the cognitive dimension of teaching at the expense of other dimensions. The study recommends a research-based determination of teacher and teaching quality indicators that best correlate with effective learning and their infusion into universities' teaching practice assessment instruments.
... Three critical features of such preparation are (1) right integration among courses, and between course work and clinical work in schools; (2) extensive and intensively supervised and mentored clinical work integrated with course work; and (3) close, proactive relationships with schools that serve diverse learners effectively and develop and model good teaching (DarlingHammond 2006). Research conducted in South Africa clearly indicates problems in teacher preparation programmes with regard to the above-mentioned aspects (cf.Gravett et al. 2015;Heeralal 2014;Rusznyak & Bertram 2015and assessment practices aid the integration of theory and practice in student learning which is what the implementation of WIL approaches aims to achieve (CHE 2011:4). Put simply, WIL is primarily intended to enhance student learning by integrating formal learning (theory) and workplace learning (practice). ...
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Research confirms that the quality of instruction learners experience day-to-day matters for learner achievement more than any other school-based factor. Yet teachers beginning their careers across a range of contexts routinely report that they are unprepared to enact high-quality instruction on day one. Thus, the quality and content of pre-service teacher preparation programmes features prominently in learner success. Research reveals that purposeful coordination between teacher preparation programmes and the school districts with which they partner, tightly aligned curricula and field experiences, and extensive clinical practice can improve teacher preparedness (Darling-Hammond & Bransford 2007). The purpose of this article was to conduct a survey among selected universities offering Bachelor of Education (BEd) foundation phase programmes, to determine the role of work-integrated learning (WIL) in facilitating the preparedness of pre-service teachers to teach reading literacy. The results indicate that there is an urgent need to focus on the following aspects as they relate to WIL and its integration with reading literacy-specific content: the purpose of WIL as it relates to reading literacy; the degree of integration between coursework, specifically reading literacy and practice-based experiences (i.e. practice teaching); the relationship and partnerships between university lecturers and teachers and district officials; and the training of teachers to support the pre-service teachers.
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The primary objective of this study was to investigate the manner beginning teachers are mentored to enhance pedagogical skills in selected government secondary schools in Rukwa region, Tanzania. Specifically, the study explored: i) the manner through which mentoring activities were organised in schools, ii) identification and prioritisation of key areas for mentorship in schools, and iii) the professional support services provided to beginning teachers in schools. The study was guided by socio-cultural theory. Moreover, the study employed a qualitative exploratory approach and case study design in exploring teachers’ experiences on the manner beginning teachers were mentored. Data were collected through semi-structured interviews and Focus Group Discussion and were thematically analyzed. Findings show that mentoring practices involved attaching beginning teachers to experienced teachers in one to one form, peer mentoring networking formation among beginning teachers and team mentoring. Further, the identified areas for mentorship included: the subject content masteries, the teaching and learning materials preparation, the teaching and learning methods application, and the students’ assessment and feedback giving. The professional supports provided to beginning teachers were schemes of work and lesson plans templates, lesson notes, online links and text and reference books. The study concluded that the manner mentorship was practiced in government secondary schools enhanced beginning teachers’ pedagogical skills as one the prerequisite teaching profession skills and personality and hence, be able to effectively implement teaching activities. The study recommended that ministries responsible for education should institutionalise mentoring in schools by enacting laws and providing circulars and guidelines to enforce implementation sustainable mentorship in schools.
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