Teaching practicum is regarded as an avenue for bridging the gap between theory and practice as well as developing pre-service teachers’ teaching competencies. Pre-service teachers learn about teaching their subjects as well as putting into practice the theoretical knowledge that they learn in initial teacher education programmes. The purpose of this study was to evaluate pre-service teachers’ teaching practice and professional development during teaching practice. This study was guided by the situative theory and pedagogical content knowledge construct (PCK) as lenses to understand what the pre-service teachers reflect on their experiences of teaching practice. The participants were 78 4th year Natural Sciences pre-service teachers who were exposed to teaching practice of 7-weeks. Data was collected through pre-service teachers’ written narratives on the incidents that they experienced during their teaching practice. The data set was subjected to both narrative analysis and analysis of narrative approaches. I unpack the incidents that the pre-service teachers experienced and how they dealt with these incidents to make inferences regarding their professional development. Through using written narrative reflections, I was able to glean the incidents that the pre-service teachers experience and the needs for professional development. This study suggests the use of written narrative reflections to evaluate pre-service teachers’ learning as well as the need for professional development of pre-service teachers after teaching practice as well as in their first years of teaching.

Authors:
Hlologelo Climant Khoza, University of Pretoria, South Africa

About the Presenter(s)
Dr Climant Khoza, Lecturer, University of Pretoria, South Africa.

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