Student teachers' experiences of practice teaching

Date: 2005
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

Seminar On Effective Teaching (SET)

SET (a.k.a.): TRAINING EMPOWERING TEACHERS

HIGHER GROUND LEADERSHIP

Seminar On Effective Teaching (SET)

Description: This is a two to three-day seminar for teachers and educators using the
Model of Growth and Multiple Intelligence approach to enhance effectivity in
classroom management and teacher-student interactions inside and outside the
classrooms.

Specialization: Fun learning and cooperative partnership between teachers and

students and shared responsibility in creative a classroom atmosphere conducive
to learning.

Overall benefits: Dynamic classroom, drive for excellence, cooperative and selfmotivated students, and happier, more encouraging teachers.

Personal Gains translated to Life and Work: When teachers succeed to promote a
classroom set-up where choices are clear, discipline is logical and learning is selfmotivated, students could become more creative and productive.