Evaluation of pre-service teachers' classroom management skills during teaching practice in rural communities

Mkhasibe, Rachel Gugu; Mncube, Dumisani Wilfred

doi:10.20853/34-6-4079

Cited by 10 publications

(11 citation statements)

References 21 publications

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“…In a study conducted earlier, it was found that a teacher's content knowledge and teaching competencies both have bearing on their feelings of self-confidence, with experience being a key factor in the educators' perceptions of their knowledge and skills (Sadler, 2013). On the contrary, lack of confidence in a teacher has been reported in a study to be due to poor knowledge of the subject, planning, or acting as a substitute teacher (Aspelin & Jonsson, 2019), and this results in poor classroom management (Mkhasibe & Mncube, 2020).…”

Section: Pedagogical Skills and Self-confidencementioning

confidence: 92%

“…Another study was conducted in KwaZulu-Natal which explored the views of third-year student teachers' capabilities of classroom management. The findings revealed that the pre-service teachers were less confident about classroom management skills because they were struggling to manage their classrooms while the efforts by subject mentors had little impact on how classes were managed (Mkhasibe & Mncube, 2020).…”

Section: Empirical Evidence In Preservice Teacher Researchmentioning

confidence: 99%

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Perspectives on Teacher Education Programme Preparation of Preservice Educators at A University in South Africa

2022

IJSSES

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This study explored perspectives on teacher education programme preparation of preservice educators at a University in South Africa. The purpose was to explore the perspectives of B.Ed Honours preservice teachers on how their programme at the university prepared them for the teaching profession. Positioned in the interpretivist paradigm, the study adopted a qualitative approach with a case study design through which data was generated using semi-structured interviews from 16 B. Ed. Honours preservice teachers who were purposively selected to form the sample. Thematic method was employed to analyse the data generated. The results revealed that B. Ed Honours preservice teachers whilst in their university programme acquired pedagogical competencies which also includes classroom management, problem-solving skills, inclusive education strategies as well as interpersonal relations and teacher professionalism. The study also revealed that preservice teachers had challenges with the implementation due to disparity between knowledge acquired at the university and what was expected on the field. From the findings, the study concludes that preservice teachers received some level of preparation from their university that assisted them in navigating the teaching practicum exercise. Thus, it is recommended that the training institutions partner with schools to ensure proper posting of preservice teachers as well as review their programmes to ensure alignment between theory and practice.

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Section: Pedagogical Skills and Self-confidencementioning

confidence: 92%

Section: Empirical Evidence In Preservice Teacher Researchmentioning

confidence: 99%

Perspectives on Teacher Education Programme Preparation of Preservice Educators at A University in South Africa

2022

IJSSES

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“…Several studies have emphasized the importance of teaching practice in the professional training of teachers especially, in the various teacher training colleges and faculties of education, in the respective colleges of education and universities (Amuda, 2017;Makamure & Jita, 2019;Mkhasibe & Mncube, 2020;Mokoena, 2017;Msangya et al, 2016;Sirmaci, 2010). Makamure and Jita (2019) opine that "teaching practice provides pre-service teachers with germane responsibilities, attitudes and skills that vary from their experiences as students".…”

Section: Introductionmentioning

confidence: 99%

“…Many of these studies on teaching practice adopt the quantitative approach to investigate the experience of pre-service teachers (Amankwah et al, 2017;Ezeafuluke & Ezeobi, 2018;Msangya et al, 2016;Okoro, 2019). Some other studies adopt the qualitative approach to investigate the experience of pre-service teachers to teaching practice (Kiggundu & Nayimuki, 2009;Korhasan & Didis 2015;Mkhasibe & Mncube, 2020;Nuangchalerm, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Many of the studies focused on the challenges and strengths faced by pre-service teachers during teaching practice (Amankwah et al, 2017;Chukwurah & Chukwurah, 2021;Ezeafuluke & Ezeobi, 2018;Koc, 2012;Mokoena, 2017) but others focused on the supports and mentorship pre-service teachers received from their teaching practice schools and teachers (Makamure & Jita, 2019;Mutseekwa & Mushoriwa 2021;Nkambule & Mukeredzi, 2017;Nuangchalerm, 2009). In what looks like a different focus, Mkhasibe and Mncube (2020) investigated the evaluation of pre-service teacher's classroom management skills during teaching practice. However, mixed methods studies into the experiences of pre-service physics teachers remain scare (Mokoena, 2017;Mutseekwa & Mushoriwa, 2021) especially with a focus on teachers' content knowledge, knowledge about learners, adequate lesson presentation and teaching methods (Babatunde, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Teaching practice: Experiences of pre-service physics teachers

Bada

Jita

2023

EURASIA J Math Sci Tech Ed

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The experience pre-service teachers take to the teaching profession go a long way to determine their success level. This experience is usually learnt consciously or unconsciously, developed, and improved during their professional teacher training program. This paper adopts the concurrent mixed methods research approach to investigate the experiences of pre-service physics teachers after completing 2019/2020 teaching practice exercise. The investigation involved 84 final year college of education students in Nigeria. A semi structured questionnaire, which allows the collection of quantitative and qualitative strands of data simultaneously was used. Dewey’s (1963) theory of experience was adopted to unpack the experiences of pre-service teachers. Findings from this study revealed that secondary schools have qualified physics teachers who have good mastery of the subject matter. This study concludes that experience pre-service teachers have during teaching practice exercise has capacity to determine how far they would go in profession.

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Student Teachers’ Preparedness for Classroom Interaction During Teaching Practice: University of Zululand Supervisors’ Perspectives

2021

JARE

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Classroom interaction during teaching practice is the crucial aspect that shapes schools' teaching and learning enterprise. Student teachers must develop their lesson plan guided by classroom interaction as one of the teaching styles similar to those observed from mentors. This exploratory case study was underpinned by a qualitative approach to better understand their experiences and context. The sample consisted of university supervisors who were selected from the Faculty of Education at the University of Zululand, South Africa. Using thematic analysis, narrative reflections, and one-on-one structured interviews with 17 university supervisors were analysed. Findings revealed that most student teachers failed to integrate classroom interaction when teaching, while some relied on question and answer method to implement classroom interaction. This study recommends that students first be exposed to laboratory simulated lessons capable of helping them acclimatise to classroom interaction dynamics. Also, student teachers should be introduced to more dynamics of the question and answer teaching method.

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Evaluation of pre-service teachers' classroom management skills during teaching practice in rural communities

Cited by 10 publications

References 21 publications

Perspectives on Teacher Education Programme Preparation of Preservice Educators at A University in South Africa

Perspectives on Teacher Education Programme Preparation of Preservice Educators at A University in South Africa

Teaching practice: Experiences of pre-service physics teachers

Student Teachers’ Preparedness for Classroom Interaction During Teaching Practice: University of Zululand Supervisors’ Perspectives

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