Adapt or die: The views of Unisa student teachers on teaching practice at schools.
This study focuses on the views of Unisa distance education (DE) students enrolled for the Postgraduate Certificate in Education (PGCE) who had completed their teaching practice. The research questions were: What are student teachers' experiences of the way in which Unisa prepared them for teaching...
| Published in: | Africa Education Review Vol. 7; no. 2; pp. 323 - 342 |
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| Main Authors: | , , , |
| Format: | Article |
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Taylor & Francis Ltd
Oct2010
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=56620362&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 56620362 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 18146627 37EZ jtl: Africa Education Review issn: 18146627 maglogo: N pubinfo: dt: Oct2010 vid: 7 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 56620362 10.1080/18146627.2010.515401 ppf: 323 ppct: 19 formats: tig: atl: Adapt or die: The views of Unisa student teachers on teaching practice at schools. aug: au: Du Plessis, ElizeC. Marais, Petro Van Schalkwyk, Alena Weeks, Fransa affil: College of Human Sciences, University of South Africa su: Mentoring Distance education Student teachers Situated learning theory Assessment of education Sampling (Process) Teaching methods sug: subj: Mentoring Distance education Student teachers Situated learning theory Assessment of education Sampling (Process) Teaching methods keyword: Assessment distance education mentorship school context situated learning socio-constructivism student teachers teaching practice Unisa preparation ab: This study focuses on the views of Unisa distance education (DE) students enrolled for the Postgraduate Certificate in Education (PGCE) who had completed their teaching practice. The research questions were: What are student teachers' experiences of the way in which Unisa prepared them for teaching practice, the school context in which they practised teaching, the mentoring they received or did not receive and the way they were assessed? Socio-constructivist learning and situated learning theory were used as the theoretical framework. A maximum variation sampling technique was used to select 16 participants who had completed 10 weeks of teaching practice to participate in the study. Data were collected by means of semi-structured interviews. The findings indicate that, in preparing students for teaching practice, all role players need greater clarity on what is expected of students with regard to learning outcomes, assessment criteria and lesson plans. Students need to be placed at schools that will provide constructive learning environments, mentoring teachers should receive training and there should be greater clarity on the who, what and how of the assessment of students during teaching practice. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2010 holdings: @attributes: islocal: N |
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