Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice

Arasomwan, Deborah A.; Mashiya, Nontokozo

doi:10.4102/sajce.v11i1.700

Cited by 16 publications

(23 citation statements)

References 33 publications

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“…That is, what they met during their teaching practice had no relationship with the knowledge they acquired in the university, especially, the educational theories learnt. This finding agrees with a study that reported similar results where student-teachers on teaching practices lamented the difficulty they experienced in implementing Life Sciences curriculum due to the disparity in the knowledge acquired and that which was required (Arasomwan & Mashiya, 2021). In a similar study conducted at the University of Limpopo, it was also reported that in some areas, teaching practice students found little connection between what they were taught in the university and what they were expected to implement during the exercise at the place of practice (Modipane & Kibirige, 2015).…”

Section: Implementation Challengessupporting

confidence: 92%

“…Amongst the chief findings of the study was the identification of a disconnection between what preservice teachers studied in the university and what they were expected to implement during teaching practice. Similarly, another study which explored the experiences of preservice Foundation Phase (FP) Life Science teachers during their teaching practice in South Africa also highlighted among others, difficulty in the implementation of FP curriculum, support from mentors and lack of awareness (Arasomwan & Mashiya, 2021). Another study was conducted in KwaZulu-Natal which explored the views of third-year student teachers' capabilities of classroom management.…”

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: Implementation Challengessupporting

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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show abstract

“…Moreover, a practical micro-teaching component in teacher training programs could help pre-service teachers acquire basic teaching skills and develop self-confidence to avoid the challenges encountered by the participants in this study. Additionally, Arasomwan and Mashiya (2021) emphasized the foundation phase in pre-service teachers' experiences in teaching life skills during their teaching practice.…”

Section: Discussionmentioning

confidence: 99%

The Development of a Pre-Service Teachers Model in Educational Institutions for Students in the Field of Physical Education, Faculty of Education, a Four-Year Program

Khajornsilp¹,

Sukdee²,

Kenjaturas³

2021

WJE

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The purpose of this research was to develop a pre-service teachers model in educational institutions of students in the field of physical education, Faculty of Education, a four-year program, using EDFR (Ethnographic Delphi Futures Research) techniques and focus group teaching techniques conducted by 18 experts and 12 group discussion participants with knowledge and abilities and acting as supervisors, mentors, and heads of professional experience training. The research instruments consisted of a semi-structured interview, questionnaires and group discussion guides. The statistics used in the research were median, mode and interquartile range. The results showed that the development of pre-service teachers in a four-year physical education program consisted of four themes: (a) management of the Faculty of Education, significant in the four-year format, 25 management; (b) organizing the courses, significant in the four-year format and 38 course arrangements; (c) development of students’ competency, significant in the four-year format and development of the 22 competencies; and (d) assessment and feedback, significant in the four-year format and 22-character assessment and feedback.

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“…Similarly, Schulleri (2020) stated that mentors gained interpersonal skills while mentees gained classroom management skills. In corroboration, Arasomwan and Mashiya (2021) stated that mentees had pleasant experiences when receiving assistance required from their mentors, for instance in the use of teaching resources for effective teaching. Some mentees reported that they had particular challenges in teaching learners in the medium of instruction (English) as mentors were mostly using the learners' home languages.…”

Section: Experiences By Mentors and Menteesmentioning

confidence: 94%

Novice mentors versus mentees: Mentoring experiences in mathematics at General Education and Training phase

Mahofa

Adendorff

2022

Pythagoras

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In the South African educational system, student teachers are deployed to schools for practical experience, where they are monitored by lecturers from their universities. Student teachers are also mentored by teachers allocated to them by the school principal. Some of these mentoring teachers are themselves newly qualified and may have little or no teaching experience. This study analysed the relationship between these various role players during the teaching of mathematics in General Education and Training (GET) phase, at secondary schools in the Western Cape. The theoretical framework for the study was provided by Lave and Wenger’s Communities of Practice. An ethnographic qualitative research design was used for collecting data from classroom observations and semi-structured interviews. The selected participants comprised four novice mathematics teachers, four mathematics student teachers in the GET phase, two lecturers and one school principal. The purposive selection method was used to select these participants. The findings revealed that novice mentor teachers were challenged by facing (1) no or little communication and collaboration between themselves and lecturers, (2) limited cooperation between mentor and mentee in the teaching of mathematics in GET phase, (3) limited mathematics content knowledge by student teachers and (4) limited mentoring skills of novice mentors. It is recommended that universities create a sound educational partnership with mentor teachers. Universities should also consider the voices of novice mentor teachers in their mentoring of student teachers.

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Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice

Cited by 16 publications

References 33 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

The Development of a Pre-Service Teachers Model in Educational Institutions for Students in the Field of Physical Education, Faculty of Education, a Four-Year Program

Novice mentors versus mentees: Mentoring experiences in mathematics at General Education and Training phase

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