Navigating Teaching Practice: Insights From Pre-service Commerce Teachers in South Africa (76043)

Session Information: Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Brigitte Lenong

Thursday, 23 November 2023 14:45
Session: Session 4
Room: Room 605
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

Teaching Practice (TP) stands as a cornerstone of South Africa’s Initial Teacher Education (ITE), bringing together academic theory and real-world classroom application (Department of Higher Education & Training, 2015). This experiential process bridges theory and practice, nurturing vital teaching skills. Anchored in policy frameworks, TP fosters confident and competent educators. Scholars recognise its role in honing various skills, from lesson planning to professional development (Bamrungsin & Khampirat, 2022), (Ndebele & Legg-Jack, 2022), though challenges can compromise its quality, necessitating robust planning and support (Van Niekerk, 2018). Our study investigates the experiences of Business Studies and Economics pre-service teachers during TP, exploring their journeys, challenges, and outcomes. Employing a phenomenological qualitative approach, we uncover participants’ lived realities. Data was obtained through self-reported questionnaires from 30 pre-service commerce teachers. The study found that a mentor-teacher support program was crucial to the student-teachers’ teaching practice experiences. Most respondents expressed positive sentiments regarding their mentor teachers’ guidance, constructive feedback, and availability for questions. Mentor teachers were seen as instrumental in providing opportunities for observing effective teaching practices, honing classroom management skills, and sharing valuable teaching resources. However, there were also instances where they desired more support in large classroom management, learner behaviour, and discipline. Suggestions encompass heightened mentor engagement, precise communication, administrative orientation, and resource provisioning. While mentor-teacher support holds value, refinement is necessary for holistic pre-service teacher education.

Authors:
Abelwe Maluleka, University of Johannesburg, South Africa
Rhulani Maluleka, University of Johannesburg, South Africa


About the Presenter(s)
Mrs Abelwe Maluleka. Lecturer. Taxation source of finance and its impact on equity and economic efficiency, Commerce Education, Pre-service and Novice Teacher Education. Exploring the experiences of pre-service teachers during teaching practice.

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00