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

South African Journal of Childhood Education

Field Value
Title The practice learning experiences of student teachers at a rural campus of a South African university
Creator Gravett, Sarah J. Jiyane, Lindiwe
Subject — School Experience; Practicum; Teaching Practice; Work Integrated Learning; Teaching School
Description 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.
Publisher AOSIS
Date 2019-11-07
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — —
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajce.v9i1.702
Source South African Journal of Childhood Education; Vol 9, No 1 (2019); 9 pages 2223-7682 2223-7674
Language eng
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Rights Copyright (c) 2019 Sarah J. Gravett, Lindiwe Jiyane