Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice

South African Journal of Childhood Education

Field Value
Title Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice
Creator Arasomwan, Deborah A. Mashiya, Nontokozo
Subject Term 1 pre-service teachers; life skills curriculum; teaching practice; foundation phase; South Africa
Description Background: In South Africa socio-economic problems such as poor health conditions, juvenile delinquency, high rates of school dropout and teenage pregnancy are increasing. Therefore, it is vital to prepare foundation phase (FP) pre-service teachers to fortify children with basic life skills (LS) that will help them to cope with real-world challenges and demands.Aim: The study is aimed to explore the experiences of pre-service FPLS teachers during their teaching practice.Setting: This qualitative case study was conducted in the FP department of a teacher-training institution at a South African university.Methods: Twenty final-year pre-service teachers were purposively selected to participate in semi-structured interviews and reflective writing exercises. Thematic analysis was used to analyse the data, and the classification of the emerging themes was informed by Vygotsky’s sociocultural theory.Results: The findings revealed pre-service teachers’ experience of support from mentors, a struggle with implementation of FP curriculum, realities of classroom interaction, inefficient language of interaction for the FP classroom, and a lack of awareness of the importance of LS as a subject.Conclusion: The study argues that to improve the pedagogy of future LS teachers, a review and reform of the LS teacher-training curriculum are necessary. This curriculum needs to provide more extensive micro-teaching that promotes teachers’ general proficiency in the home languages of their learners and equips them with effective teaching strategies. The implementation of the LS curriculum needs to be regularly evaluated to ensure that these skills are imparted to young learners for their individual benefit and for the benefit of society.
Publisher AOSIS
Contributor Discipline of Early Childhood Education
Date 2021-03-11
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — interview
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajce.v11i1.700
Source South African Journal of Childhood Education; Vol 11, No 1 (2021); 10 pages 2223-7682 2223-7674
Language eng
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Coverage South African university 2nd semester Fourth year students, English and IsiZulu speaking
Rights Copyright (c) 2021 Deborah Avosuahi Arasomwan, Nontokozo Mashiya