Re-positioning the competences of beginner teachers in South Africa: A capabilities perspective

Abstract

On entering the teaching profession, beginner teachers in South Africa are expected to comply with requirements underlying the National Policy Framework (NPF) for teacher education in South Africa (Department of Education 2006, 11). These requirements are stipulated as follows: "A teacher needs to be a specialist in a particular learning area, subject or phase; a specialist in teaching and learning; a specialist in assessment; a curriculum developer; a leader, administrator and manager; a scholar and lifelong learner; and a professional who plays a community, citizenship, and pastoral role". Recent studies have however revealed that there are many concerns among newly appointed teachers about their readiness to fulfil these roles. This has lead us to do an explorative investigation in an effort to re-position the capabilities of beginner teachers. The qualitative data extrapolated from a literature investigation, teacher education policy and semi-structured interviews will guide us in formulating findings, pertinent to establishing a support strategy in what they deem as the most challenging aspects in and around the classroom. The investigation is underpinned by Sen's (1980) capabilities approach which offers a yet unexplored lens through which to understand the importance of supporting beginner teachers to enhance their problem solving skills, to enable them to made sound decision and to enable them to deal with the challenges in the classroom (Maarman 2009, 321).

Mentorship programmes in public primary schools: Beginner teachers’ perspectives.

“…It therefore remains important that beginner teachers are adequately supported, because, if left unattended, the situation could have numerous consequences, such as an increase in the attrition rate amongst beginner teachers (Clandinina, Longa, Schaeferb, Downeyc, Steevesa, Pinnegara & Wnuka 2015, Dolan 2019). Concomitant to the above, beginner teachers also experience physical, mental and emotional exhaustion from having to cope with career anxiety, meeting school and professional expectations, finding a balance between their work and their personal lives, as well as the isolation that is synonymous with the initial teaching years (Harmsen et Esau and Maarman (2019), and Hugo (2018) reason that the aforementioned is insufficient to fully acquaint the beginner teacher with the prerequisite skills. These skills relate to applied pedagogical knowledge, pedagogical content knowledge, administration, and classroom management.…”

“…Part of the beginner teachers" responsibilities include their involvement in specialising in a particular learning area, subject or phase; specialising in teaching, learning and assessment; curriculum development; leadership, administration and management; lifelong learning; professionalism and involvement in community development, citizenship education, and pastoral care (Department of Education [DoE] 2007). Hence, beginner teachers perceive themselves as unprepared and struggle to cope with all these professional tasks, especially since most initial teacher education (ITE) programmes gravitate more towards theoretical knowledge, as opposed to practical classroom experience (Esau & Maarman 2019). Consequently, their perceived unpreparedness may contribute to challenges such as workload imbalance, emotional fatigue, physical illness, poor acclimatisation to school culture, and substandard administration (Smit & du Toit 2016).…”

Preservice teachers’ challenges in the integration of information and communication technology in Engineering Graphics and Design: A spotlight on sectional drawing

“…This is where the ethic of care must guide TPD to link the schools that are with the schools that should be. However, the predicament relates to (Esau & Maarman 2019): teachers must be equipped for both. Teachers must first be able to function in the schools that are.…”

The affordances of iPads for pupils, teachers and teacher educators in the documentation of visible learning and teaching

“…This is where the ethic of care must guide TPD to link the schools that are with the schools that should be. However, the predicament relates to (Esau & Maarman 2019): teachers must be equipped for both. Teachers must first be able to function in the schools that are.…”