Pre-service Teachers’ Challenges during Teaching Practice in One University in the Eastern Cape, South Africa

Abongdia, Jane-Francis Afungmeyu; Adu, Emmanuel O.; Foncha, John Wankah

doi:10.1080/09751122.2015.11890374

Cited by 15 publications

(21 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers claimed to use their students' linguistic knowledge of English and Norwegian language while teaching the third language. Likewise, Abongdia & Foncha (2015) carried out a study to analyze the challenges faced by pre-service English teachers, teaching English in East London, South Africa. The participants of the study were 8 pre-service English teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

Challenges of Teaching English Language in a Multilingual Setting: An Investigation at Government Girls Secondary Schools of Quetta, Baluchistan, Pakistan

Rasheed¹,

Zeeshan²,

Zaidi³

2017

IJEL

View full text Add to dashboard Cite

Baluchistan is a multi-linguistic and multi-ethnic province of Pakistan. In this region, the inhabitants for communication purpose speak a number of local languages such as Baluchi, Brahvi, Pashto, Saraiki, Punjabi, Urdu, Sindhi and Persian. Students who attend the government schools speak these languages. This study aimed to explore the challenges faced by the secondary school female teachers while teaching the English language in their multilingual classrooms. The purposive sampling was used and 10 government secondary school female teachers participated in the study. The data was collected through a semi-structured interview protocol and classroom observation checklist. The data was analyzed by using thematic analyses technique. The findings of the study revealed a number of challenges. Teaching English language in a multilingual context is an enormous challenge for the English teachers due to linguistic diversity in the classrooms. The students in the multilingual classrooms lack confidence to use English language because they hesitate to commit mistakes. The curriculum may be inappropriate for helping students to improve their English proficiency. In the multilingual classrooms code-switching is commonly used by the teachers to instruct the students. The study suggests that; the teachers may be trained to cope with the challenges they face in their multilingual classrooms.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Challenges of Teaching English Language in a Multilingual Setting: An Investigation at Government Girls Secondary Schools of Quetta, Baluchistan, Pakistan

Rasheed¹,

Zeeshan²,

Zaidi³

2017

IJEL

View full text Add to dashboard Cite

show abstract

“…According to Bhargava (2009), student teachers encounter difficulties during WIL concerning classroom management, contextual challenges and support from the mentor teacher and lecturer. Kiggundu and Nayimuli (2009); Abongdia, Adu, and Foncha, (2015) also agree that classroom management and contextual factors affect student teachers' WIL experience.…”

Section: Challenges Experienced By Student Teachers During Wilmentioning

confidence: 95%

“…In South Africa, discipline is a challenge and many student teachers struggle to manage and discipline learners (Abongdia et al 2015). Marais and Meier (2004) emphasise that student teachers are anxious and concerned about maintaining discipline and learner control before starting their WIL.…”

Section: Challenges Experienced By Student Teachers During Wilmentioning

confidence: 99%

Remodelling work-integrated learning experiences of Grade R student teachers

Bouwer

Venketsamy

Bipath

2021

SAJHE

View full text Add to dashboard Cite

There is a high demand by the Department of Basic Education (2011) to develop competent, flexible and knowledgeable teachers with bolstered attitudes and beliefs about their profession.Work Integrated Learning (WIL) is a crucial part in the Diploma in Grade R programme at a Private Higher Education Institution (PHEI) to prepare Grade R teachers. To prepare student teachers for the profession, they need quality experiences of WIL to apply their theoretical knowledge into authentic contextual situations. This study aimed to explore Grade R student teachers' experiences of WIL and their ability to transfer their knowledge and experiences into practice.Purposeful sampling was used to identify four student teachers as participants for this study. A qualitative case study research design, using in-depth interviews, observations and documentation was conducted. Data was analysed thematically through the lens of the situated learning theory by Jean Lave and Etienne Wenger (1991). Findings showed that Grade R student teachers experienced positive and negative aspects associated with their WIL practice. Their experiences related to the need for remodelling the WIL experience, which would entail moving from the periphery to full participation in classrooms, at least in the final year of their diploma programme. The use of Community of Practices (CoPs) in a WIL model would enhance practical experiences. Collaborative, comprehensive and critically constructive discussions after lessons are taught during WIL, would mould future Grade R teachers to embrace their working careers with competence and confidence.

show abstract

“…Twenty-six years ago, Clandinin (1995, p. 28) called this issue "the sacred theory-practice story" which many teacher educators have understood to be about the conversion of theory on good teaching into lived classroom practice. However, many studies have shown that the transfer of theory to practice is still inadequately achieved or is not achieved at all (Abongdia et al, 2015;Korthagen et al, 2001;Nomlomo & Sosibo, 2016). For the beginner teacher, what was understood theoretically, now becomes complex since they must now use practically the knowledge and understanding of the theory to guide their actions, communication, and socialisation in order to fit in with the culture of the school (Padua & Franca-Carvalho, 2019).…”

Section: The Development Of Beginner Teacher Identitymentioning

confidence: 99%

"Do all roads lead to Rome?": The influence of two different higher education programmes on beginner teacher identity

Westhuizen

Woest

2021

Journal of Education

View full text Add to dashboard Cite

In this qualitative case study, we explored the experiences of beginner teachers who chose two different routes-full-time and part-time studying-on the journey to becoming teachers and we report on the influences of this choice on their emergent beginner teacher identities. We purposefully selected two groups of participants, each consisting of three who studied full-time and three who studied part-time. The latter worked part-time at schools or in similar educational contexts while they were studying. Epistemologically underpinned by the interpretivist paradigm, we employed the Possible Selves theory (Marcus & Nurius, 1986) as the theoretical lens. Inductive thematic analysis of data demonstrated three main themes. First, data showed a distinct divergence between the perceptions of initial beginner teacher identity states in the two groups of participants. Second, both groups of participants agreed that time is a significant factor in the complex psychological processes required for the construction of a beginner teacher identity. Third, both groups strongly considered practical experience as an essential factor for beginner teacher identity development.

show abstract

Pre-service Teachers’ Challenges during Teaching Practice in One University in the Eastern Cape, South Africa

Cited by 15 publications

References 6 publications

Challenges of Teaching English Language in a Multilingual Setting: An Investigation at Government Girls Secondary Schools of Quetta, Baluchistan, Pakistan

Challenges of Teaching English Language in a Multilingual Setting: An Investigation at Government Girls Secondary Schools of Quetta, Baluchistan, Pakistan

Remodelling work-integrated learning experiences of Grade R student teachers

"Do all roads lead to Rome?": The influence of two different higher education programmes on beginner teacher identity

Contact Info

Product

Resources

About