Student teachers' experiences of practice teaching
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Date
2005
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Abstract
Practice teaching is of paramount importance in the vocational training of student teachers. It is this immersion into the real world of school that prepares the student in making the transition from trainee to professional.
The motivation for this study arose from the researcher's own experience of practice teaching as well as protracted contact with student teachers in a professional capacity. This research project attempted to explore and articulate an understanding of some of the experiences of student teachers following their final practice teaching session at a school before graduating.
In order to garner a rich and nuanced perspective of these experiences, a phenomenological research methodology was utilized. Pertinent literature was reviewed in order to provide a content basis for further analysis and discussion. Five student teachers from the University of Fort Hare were interviewed. Their transcripts were individually analysed in order to extract themes.
The following themes were identified:
• A sense of it being mainly a positive experience
• An awareness of the importance of relationships
• An awareness of the cultural and contextual make-up of learners
• A sense of ambivalence around sources of anxiety
• A sense of ambivalence around the value of the journal
• A learning experience
The findings of the study revealed that all of the student teachers experienced practice teaching as being mainly a positive experience, although all the participants had experienced anxiety in some form around maintaining discipline. Practice teaching played an important part in their development as teachers by providing a context wherein they could merge theory and practice, find their own teaching and management styles as well as cope with the demands of multi-tasking that being in a classroom demands. The paramount role of the host teacher and the importance of positive relationships with all stakeholders was foregrounded - as was the importance of an awareness of the cultural and contextual make-up of learners.
This study hopes to make a contribution towards the understanding of student teachers' experiences of practice teaching in South Africa. It is also hoped that through this study, further research in this field will be encouraged.
Description
Research project submitted in partial fulfillment for the requirements of the Degree of Master of Educational Psychology at the University of Zululand, 2005
Keywords
Student teachers--South Africa, Student teaching--South Africa, Teachers--Training of--South Africa, Practice teaching