Hear our voices: Student teachers' experiences during practical teaching

Marais, Petro; Meier, Corinne

doi:10.1080/18146620408566281

Cited by 88 publications

(101 citation statements)

References 9 publications

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“…One school principal noted that "the professional teaching practice scheme grants preservice STM teachers experience in the real teaching and learning environment". This view is expounded in the literature that teaching practice affords student teachers experience in the actual teaching and learning environment (Marais & Meier, 2004;Ngidi & Sibaya, 2003;Perry, 2004) and a student teacher is given the opportunity to try the art of teaching before actually getting into the real world of the teaching profession (Kasanda, 1995). Another school administrator remarked that "teaching practice provides the real boundary between student-hood and membership of the teaching profession as it is a stage in learning in which preservice STM teachers are exposed to a wide range of experiences in the normal classroom setting."…”

Section: Research Question Twomentioning

confidence: 99%

School Administrators Perceptions of the Employability of Preservice Science, Technology, and Mathematics Teachers through Teaching Practice in Nigeria

Awofala¹,

Olabiyi²,

Ogunleye³

et al. 2016

International Journal of Research in Education and Science

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Teaching practice is considered a professional development tool for boosting science, technology and mathematics graduate teachers" employability. This study examined Nigerian school administrators" perception of the skills central to the employability of preservice STM teachers in order to make them workready when they graduate and increase their marketability in the transition from learning to earning. The study adopted a blueprint of mixed-methods approach. This approach offered an in-depth, contextualised, and natural but more timeconsuming insight of qualitative research coupled with the more efficient but less rich of compelling predictive power of quantitative research. Data were collected using the semi-structured interview (qualitative data) with a protocol that comprised four open-ended questions involving 20 school administrators majorly Principals and a survey comprising 39 five-point Likert scale statements (quantitative data) from 180 school administrators (Principal, Vice Principal, Head of STM and Senior STM teachers) in 20 randomly selected senior secondary schools in Lagos State, Nigeria who offered three months of teaching practice for 98 preservice STM teachers in one university in Nigeria. The results showed a satisfactory level of preservice STM teachers" performance during the teaching practice as most administrators were in support of recruiting the preservice STM teachers in future. Teaching skills were ranked most important next to personal attributes for enhancing employability and needing most improvement by preservice STM teachers. The school administrators perceived the duration of the teaching practice to be too short and suggested an extension to twelve months for preservice STM teachers to benefit maximally from the training. They equally suggested that the preservice STM teachers on graduation should be posted to schools during the period of their National Youths Service Corps to further enrich their professional teacher training.

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Section: Research Question Twomentioning

confidence: 99%

School Administrators Perceptions of the Employability of Preservice Science, Technology, and Mathematics Teachers through Teaching Practice in Nigeria

Awofala¹,

Olabiyi²,

Ogunleye³

et al. 2016

International Journal of Research in Education and Science

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show abstract

“…The effectiveness of pre-service teacher training programmes could always be gauged during Teaching Practice (TP). Marais and Meier (2004), pointed out that teaching practice was an integral component of teacher preparation and training. Teaching practice was a crucial moment when practicing teachers got the opportunity to develop on-the-job professional competence and to experience the transition from students to full teachers.…”

Section: B Ed (Primary) Pre-service Training In Zimbabwementioning

confidence: 99%

“…It provided an opportunity to beginning teachers to become socialized into the teaching profession (Furlong et al1988). Marais and Meier (2004) added that Teaching Practice (TP) was an integral component of teacher training that entailed the inculcation of professional practice and conduct.…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Student Teacher Practices in the Teaching of English as a Second Language: Experiences, Opportunities and Challenges

Ngwaru¹

2013

GJER

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Teaching Practice (TP) was an integral component of teacher preparation that served as an important link between theory and practice and that entailed the inculcation of professional practice and conduct. However, research studies about teaching practice highlighted that pre-service teachers on TP faced a wide range of challenges that militated against effective pedagogy. The use of a foreign language as the language of Education usually one of the major challenges encountered by both teachers and learners. Student teachers who are users of English as a Second Language (ESL) and who are tasked with the responsibility of teaching English to second language learners therefore faced a double barrelled challenge of the low proficiency level and the limited proficiency of the learners. This study used the qualitative research design, utilizing document analysis and focus group discussions to investigate the practices of; and challenges encountered by B. Ed. pre-service teachers in teaching ESL during Teaching Practice. The study intended to establish the extent to which pre-service teachers employed their pedagogic, content knowledge and competences to effectively manage classroom pedagogy. The study argued that, during college based tuition; student teachers received, internalised and mastered some measure of teacher knowledge and competences which should enable them to teach effectively. The study further purported that; reflections and articulations from pre-service teachers' experiences and critiques from their supervisors, provided enough feedback to reveal student-teacher strengths or weaknesses and to provide solutions for programme improvement. The results of the study led to the conclusion that there were several challenges faced in teaching English during TP and that some of the challenges could be mitigated by the adoption of critical pedagogies.

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“…This naturally determines the skills teaching practice students need -and raises the question whether the current pedagogy curriculum for teaching practice recognises these all-important skills. Marais and Meier [2] assert that the term teaching practice represents the range of experiences to which student teachers are exposed when they work in classrooms and schools. Therefore the relationship between classroom teachers (mentors) and teaching practice students are important Louw & du Toit [3].…”

Section: Introductionmentioning

confidence: 99%

Teaching Practice in the 21st Century: Emerging Trends, Challenges and Opportunities

Jansen¹,

Merwe²

2015

ujer

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Digital technology for teaching practice students means the ability of student teachers to use digital artefacts as integral part of their pedagogical content knowledge. Student teachers need to be also aware of what implications this has for teaching and learning strategies plus the building aspects in the lesson presentation. A new approach to teaching practice, calibrated for the 21 st century, requires teachers to be willing to assist the student teachers in this regard. The teaching practice period is meant to expose student teachers to the most sobering technological frontier in history because they inherit a complex set of global dilemmas and this emphasise the rational of this study. The proposed study aims to prepare teaching practice students for the classrooms of the future. Teachers often expressed their lack of confidence in their digital technology skills and this can implicitly affect their attitudes towards the use of digital technology in their teaching. Therefore, the presenters argue that, the teaching practice student should be empowered in the fast-paced digital environment of the current millennium generation. Teachers often do not expect learners to be sharing knowledge through connections. This is a key aspect of learning in the digital age within a connectivist learning theory. The empirical research has been conducted in an interpretive qualitative paradigm underpinned by a complexity theory conceptual framework. Convenience sampling has been used in this study. One teacher from each of the three secondary schools in Gauteng has been selected to participate. This study has challenged the participating teachers to reflect on their own teaching praxis when using digital technology as an integrated part of their pedagogical content knowledge. One of the outputs of this research study is a model for teachers to use as an example for training the teaching practice students. This model can also be a source of information for digital technology literacy education. The intention is to guide teaching practice students to develop their own programmes for digital technology literacy to meet the teaching demands for the 21 st century.

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Hear our voices: Student teachers' experiences during practical teaching

Cited by 88 publications

References 9 publications

School Administrators Perceptions of the Employability of Preservice Science, Technology, and Mathematics Teachers through Teaching Practice in Nigeria

School Administrators Perceptions of the Employability of Preservice Science, Technology, and Mathematics Teachers through Teaching Practice in Nigeria

Pre-Service Student Teacher Practices in the Teaching of English as a Second Language: Experiences, Opportunities and Challenges

Teaching Practice in the 21st Century: Emerging Trends, Challenges and Opportunities

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