A comprehensive model for assessing student teachers’ professional competence through an integrated curriculum approach

Abstract

The purpose of this concept study was to propose a comprehensive model for assessing student teachers’ competences in teaching practice. The study answered the following question: How can student teachers be holistically assessed for teaching practice using a comprehensive model? Teaching practice is a crucial component of initial teacher education (ITE) preparation programmes. However, while teaching practice is one of the most widely studied areas in ITE, international studies indicate fragmented trajectories in the assessment of teaching practice. In addition, very few studies in South Africa have reflected on how assessment is done for teaching practice during ITE programmes. In most of these programmes, performance-based, observation-based, or on-demand assessments are given preference at the expense of others. Against this background, this study was designed to produce a comprehensive model for assessment of teaching practice during initial teacher preparation from the available literature. Epistemologically, the study was underpinned by social constructivism and theoretically supported by an integrated curriculum approach. The study followed a narrative literature review approach, focusing on studies that explored ways in which teaching practice is assessed in ITE. From this analysis, the study provided a holistic and comprehensive model for assessing student teachers’ professional competences during teaching practice.

Pre-Service Science Teachers’ Preparedness for Classroom Teaching: Exploring Aspects of Self-Efficacy and Pedagogical Content Knowledge for Sustainable Learning Environments

“…Themes emerged from evaluators' comments addressing the PCK ranged from lesson objectives, chalkboard summaries, the pace of the lesson (i.e., too hurried or too slow), teacher-learner interaction, enthusiasm, and confidence. Microteaching, like teaching practice, offers student teachers a smaller-scale chance to put the hypothetical information acquired in the various modules of their programs into practice (Mpofu & Maphalala, 2018). However, student teachers expressed their concern during the focus group discussion that it is not always possible to do so as the learning environments in schools are not as conducive as the environment at the university, which is more technologically advanced, and where they have access to computers and Wi-Fi that enable them to simulate experiments when the need arises.…”

Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

“…In this regard, Cilliers et al ( 2018), argue that feedback should reassure knowledge of subject to inform delivery techniques that encourage successful teaching. Materials for feedback can be obtained through classroom observations (Mpofu & Maphalala, 2018) suggesting that school visits are helpful in supporting the development of the trainee teacher (Kiggundu & Nayimuli, 2009). This seems to be the beneficial way of providing constructive feedback since the trainee is receiving criticism on real honest classroom advice (Mpofu & Maphalala, 2018).…”

“…Materials for feedback can be obtained through classroom observations (Mpofu & Maphalala, 2018) suggesting that school visits are helpful in supporting the development of the trainee teacher (Kiggundu & Nayimuli, 2009). This seems to be the beneficial way of providing constructive feedback since the trainee is receiving criticism on real honest classroom advice (Mpofu & Maphalala, 2018). Mpofu and Maphalala continue by articulating that an observation carried out by a mentor will be mainly informal, formative and Charmaine Helena Iwu developmental in nature and will be intended at supporting the trainee teacher with feedback on his or her learning progress.…”

“…Teaching practicum assists prospective teachers to improve competences needed for teaching but more importantly helps to them to cultivate a good level of confidence in the classroom (Khalid, 2014). Achieving the competences may not be possible without the help and support of lecturers and mentors to guide trainee teachers through the teaching practicum process (van Wyk, 2017; Mpofu & Maphalala, 2018). Linked to the idea of cultivating self-confidence is that trainee teachers, mentors and lecturers should engage in sound dialogue on issues of techniques of delivery and effective classroom management (Khalid, 2014).Therefore, because school level mentoring is fundamental to ITE programmes, the mentoring dialogues included in the process of becoming a teacher are significant in shaping trainees for teaching (Mena, Hennissen & Loughran, 2017).…”

How University Education Student Teachers’ Achievement in General Methods of Teaching Course Relates with Their Performance in Teaching Practice

“…Further, teaching practice provides student teachers with authentic hands-on experience in teaching which helps them contextualize their theoretical knowledge gained during training. (Mpofu, & Maphalala, 2018;Owoh & Udensi, 2017;Ulvik & Smith, 2011;Kiggundu & Nayimuli, 2009). Teaching practice plays an important role in pre-service teacher training.…”