Managing challenges faced by South African higher education institutions in implementing preservice teacher education curricular
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Date
2020
Authors
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Publisher
University of Zululand
Abstract
This study was informed by the persistent challenges faced by South African higher education institutions in implementing pre-service teachers’ programmes. The main purpose of this study was to investigate how challenges faced by South African higher education institutions in implementing curriculum for pre-service teachers’ preparation are managed. Briefly, objectives of the study were to (a) identify the challenges faced by South African higher education institutions in the curriculum implementation for preservice teachers’ preparations; (b) find out how the South African higher education institutions address the challenges they face in implementing the curriculum for preservice teachers’ preparations; and (c) investigate the views of academic staff on continuous curriculum review for pre-service teachers’ preparation.
To achieve the objectives of the study, an interpretive paradigm was well suited to the study that used a qualitative approach and case study method. Purposive sampling was also used to select Sixteen (16) academics as participants to this study. In-depth interviews and document analysis were used as instruments in data collection. Thereafter, the researcher developed the themes and categories that were used without any comparison for data analysis and presentation. All these were done while university research ethics and national protocols for research were observed.
Furthermore, this study was underpinned by a constructivist learning and experiential design as its theoretical framework to review assorted and related literature that revealed challenges faced in implementing teacher education in general. Amongst the findings, lack of contemporary material and equipment were noted while the rapid evolution of technology and lack of technical support were identified. Weak internet access, staff shortages, inadequate mentoring of pre-service teachers during teaching practice; unruly behaviour of students during teaching practice; the physical condition of facilities at schools where teaching practice takes place, and the lack of formal training for curriculum review and implementation, were among the chief findings of the study.
Description
A thesis submitted in fulfillment of the academic requirements for the degree of Doctor of Education in the Department of Curriculum and Instructional Studies in the Faculty of EDucation, University of Zululand, 2020.
Keywords
Curriculum design, Curriculum implementation, Pre-service teacher education