The practice learning experiences of student teachers at a rural campus of a South African university

Abstract

Background: There is considerable agreement that learning to teach is optimised when coursework learning is combined with quality practice learning experiences in schools.Aim: The main aim of this study was to explore the views of a group of student teachers on their practice learning experiences in a ‘teaching school’ (TS) and in the other schools where they were placed for school experience.Setting: The study was conducted at a rural campus of a South African university.Methods: Quantitative (questionnaire) and qualitative (focus group) data were collected, involving all the student teachers in the programme (n = 100). The responses to the questionnaire were analysed descriptively, and the constant comparative method of data analysis was used to analyse the focus group interviews.Results: The overall pattern in the data shows that the practice learning experiences contributed to the student teachers’ development as teachers – not only at the TS but also at the schools where they were involved in work integrated learning, despite challenges, including teacher absenteeism and lack of guidance. Involvement in these schools potentially enables an understanding of the challenges that are typical in many South African schools. However, school experience in a well-functioning school remains crucial. Were it not for the TS, the majority of the student teachers would not have been exposed to mentoring and good teaching practices to be emulated.Conclusion: The study concludes that TSs indeed hold the potential to strengthen the teaching practice component of teacher education considerably. International experience with school partnerships and the experience at another South African university also attest to this.

Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

“…The absence of quality teachers and good infrastructure especially in poorly funded schools also add to the shortcomings of teaching practicum. Gravett and Jiyane (2019) found the absence of teaching aids as displeasing to the novice teacher. This was against the backdrop of the student teachers looking forward to proper guidance and mentoring from the teachers at the school where they were posted.…”

“…These gains were related to considerable progress in classroom management skills. Interestingly, Gravett and Jiyane (2019) argue that these gains are only possible in a well-functioning school.…”

“…In other words, simply looking at curriculum reform will not bring out positive Charmaine Helena Iwu outcomes for teaching practicum. Quality teaching is a function of several support systems including mentoring for new teachers entering the profession (Kanjee, 2018;Gravett & Jiyane, 2019). This view suggests that to realise an effective teaching team, teachers should also be involved in the process of curriculum reform, to transform the way they teach in practice thus, influencing teaching practicum positively.…”

Self-directed learning in teacher education: Lessons from Finland

“…They often came late to class, taught straight from the textbook and hardly moved around in the class'. (Student teacher, undisclosed gender, date unknown) Unfortunately, ensuring quality placements in all WIL schools in South Africa is problematic (see Gravett & Jiyane 2019;Robinson 2015). According to , at least 75% of schools in the public system are described as dysfunctional, characterised by high levels of teacher absenteeism and late coming (Mashaba & Maile 2019) and as a result, most teachers do not cover the prescribed curriculum content and learners are not learning.…”

Work-integrated learning and teaching schools: The University of Johannesburg teaching school experience

“…They often came late to class, taught straight from the textbook and hardly moved around in the class'. (Student teacher, undisclosed gender, date unknown) Unfortunately, ensuring quality placements in all WIL schools in South Africa is problematic (see Gravett & Jiyane 2019;Robinson 2015). According to , at least 75% of schools in the public system are described as dysfunctional, characterised by high levels of teacher absenteeism and late coming (Mashaba & Maile 2019) and as a result, most teachers do not cover the prescribed curriculum content and learners are not learning.…”