AcknowledgementWe wish to thank Prof S. Schulze for her mentorship on this research project and acknowledge the contribution of Prof I. Sonnekus. AbstractThis study focuses on the views of Unisa distance education (DE) students enrolled for the Postgraduate Certificate in Education (PGCE) who had completed their teaching practice. The research questions were: What are student teachers' experiences of the way in which Unisa prepared them for teaching practice, the school context in which they practised teaching, the mentoring they received or did not receive and the way they were assessed? Socio-constructivist learning and situated learning theory were used as the theoretical framework. A maximum variation sampling technique was used to select 16 participants who had completed 10 weeks of teaching practice to participate in the study. Data were collected by means of semi-structured interviews. The findings indicate that, in preparing students for teaching practice, all role players need greater clarity on what is expected of students with regard to learning outcomes, assessment criteria and lesson plans. Students need to be placed at schools that will provide constructive learning environments, mentoring teachers should receive training and there should be greater clarity on the who, what and how of the assessment of students during teaching practice.

Governments, across the globe are accountable for training teachers to provide learners with quality education to face the challenges of globalisation and curriculum change. Arising from this challenge, the Department of Basic Education (DBE) in South Africa introduced, over the last decade, several curriculum changes, which had an influence on the delivery of quality education for all. The present research focuses on the question of whether the DBE can train in-service teachers and provide quality learning and teaching support materials (LTSM) to comply with the challenges of the implementation of a new national curriculum, the Curriculum and Assessment Policy Statement (CAPS). The theoretical frameworks for this study are based on social constructivist and critical theory constructs. A qualitative research approach has been employed in this study. Data collection consisted of a literature review, document analysis and collection of empirical evidence. The findings revealed that CAPS is being implemented impulsively, without proper in-service training or the provision of quality LTSM to schools. This paper concludes with recommendations concerning the DBE's role in assistance of in-service training.

The notion of 'openness' in terms like open distance learning (ODL) is sometimes rather carelessly used, for example in the work-integrated learning (WIL) of distance learners (such as the teaching practice of UNISA's education students, where schools and UNISA form a partnership). We indicate that there is very little 'openness' in this type of learning, and that ODL and WIL are in fact two irreconcilable concepts. Yet, when WIL is considered in relation to distance education (DE) there is no problem, because DE is a clear and generally understood concept, indicating a particular mode of education provision, within which WIL can be neatly and meaningfully accommodated. We conclude, also on the basis of empirical evidence, that WIL and DE (and not ODL) constitute the proven, established and ideal conceptual frameworks for the design and implementation of inter alia teaching practice (as WIL) in distance teacher training. In closing, we briefly reflect on the implications of our conclusion for institutional identity.

The appropriateness of Learnership Programs (LPs) that combine work-based experience for teacher training through an Open Distance Learning (ODL) Institution motivated this research. The specific aim of this paper was to investigate the experiences of student teachers participating in LPs and to empower them towards a career in teaching. A qualitative research approach was chosen as the research methodology. Interviews with semistructured and open-ended questions were used to gather data from 35 participants. The theoretical framework focused on the situated learning theory by Lave and Wenger. It is evident from the findings that student teachers experienced their learnership appointments at schools as mostly a very valuable positive learning experience. These LPs could be a key influence in the success and/or failure of enticing and keeping student teachers in schools. The recommendations indicate LPs as the way forward to improve teacher training.