The experiences of teaching practice at the University of Limpopo: Possibilities for curriculum improvement

Modipane, Mpho; Kibirige, Israel

doi:10.20853/29-2-478

Cited by 3 publications

(5 citation statements)

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“…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). The implication of this finding highlights the existence of gap between training acquired in teacher education programme and actual classroom practice.…”

Section: Implementation Challengesmentioning

confidence: 68%

“…Several studies have been conducted around teacher education programmes in South Africa. For instance, study was conducted to establish the experiences of pre-service teachers from the University of Limpopo placed in different schools during Teaching Practice and how these could be used for curriculum improvement (Modipane & Kibirige, 2015). 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.…”

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 Challengesmentioning

confidence: 68%

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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“…The finding may be attributed to the fact that first-year students are in their transition to university life, and the added pressure of heightened social and academic expectations puts them at risk for mental health issues. In addition, first year students’ inability to navigate their way and cope with the stress of such a transition, loneliness, and homesickness could have significantly influenced their PMH levels [ 34 , 53 ]. Results from a study conducted among Malaysian university students revealed that factors associated with financial difficulties, demands of the university environment and the university’s administrative processes, and non-academic related issues were reported as underlying factors in first-year students’ low levels of mental well-being [ 54 ].…”

Section: Discussionmentioning

confidence: 99%

Investigation of positive mental health levels among faculty of health sciences students at a rural university in South Africa

Vagiri,

Leboho,

Desry

et al. 2024

PLOS Glob Public Health

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One out of every four people in their lives can be affected by mental health problems that alter their functioning, behaviour, and thinking patterns. In recent years, there has been an increase in mental health disorders among students worldwide. Positive mental health (PMH) has gained relevance in today’s fast-paced and demanding world, especially for university students, as it affects their ability to learn, achieve academically, and behave appropriately. This study aimed to investigate the levels of PMH and identify the association between PMH domains and socio-demographic and health-related variables among Faculty of Health Sciences (FHS) students at a rural university in South Africa. A quantitative, descriptive, and cross-sectional survey was conducted. Data was collected using a multidimensional PMH instrument and a socio-demographic and health-related questionnaire, from 354 undergraduate students who are registered for various programmes offered by FHS. The data were analysed using IBM SPSS version 29. Most of the students were black (99.2%, n = 351), single (72%, n = 255), received a study bursary from the government (78.5%, n = 278), hailed from a rural area (77.7%, n = 275) and residing at the university campus (74.6%, n = 246). The total PMH scores of the participants ranged from 4.24 to 4.97 suggesting moderate to higher PMH levels. Significant differences in mean scores were observed in the total PMH and domains of PMH across various socio-demographic and health-related variables. Gender (p = 0.037), age (p = 0.043) and field of study (p = 0.016) showed a significant association with total PMH score. The study’s findings highlighted the multi-dimensionality of mental health and justified the importance of evaluating the domains of PMH in university students. The disparities observed across different PMH domains underscore the necessity of embracing innovative approaches to achieve the most effective outcomes to improve mental health and the accurate management of symptoms in students.

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“…Du Plessis (2013) posits that greater collaboration between lecturers and mentors should be fostered, mentors be made aware of the important role of support and modelling, and training be provided to assist in providing feedback. Modipane and Kibirige (2015) conducted research with fourth-year B.Ed. preservice student teachers.…”

Section: Mentoring Research Findings In South Africamentioning

confidence: 99%

“…In addition, they state that the mentee's perception of their mentor shapes their SBL experience, which then highlights the important role and influence of the mentor teacher. It is also during the WIL experience that mentees are afforded opportunities to make connections between theory and practice (Buhagiar and Attard Tonna, 2015;Vršnik Perše et al, 2015); however, there are also possibilities for theory-practice gaps to emerge (Modipane and Kibirige, 2015;Sokhulu, 2018;Ngibe at al., 2019).…”

Section: Context and Gapmentioning

confidence: 99%

Postgraduate Certificate in Education (PGCE) Students’ Experience of Mentoring

Plessis

Ismail

2022

REI

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The school practicum is an essential component of pre-service student teachers’ training in the PGCE qualification, affording opportunities to develop mentees’ own identities. Along with a range of competences. This study explores how student teachers at Nelson Mandela University perceived their School-Based Learning (SBL) mentoring experience about the roles that mentors should fulfil based on an adapted seven-factor framework (Hudson, 2004, 2009) by adopting a post-positivist paradigm. The findings showed that both groups of participants who would like to return to the same mentor again or those who wish not to do so indicated that these seven factors played a crucial role in their decision-making.

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The experiences of teaching practice at the University of Limpopo: Possibilities for curriculum improvement

Cited by 3 publications

References 0 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

Investigation of positive mental health levels among faculty of health sciences students at a rural university in South Africa

Postgraduate Certificate in Education (PGCE) Students’ Experience of Mentoring

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