Physical Sciences Teaching and Learning in Eastern Cape Rural Schools: Reflections of Pre-Service Teachers

Autor/in	John, Merlin
Titel	Physical Sciences Teaching and Learning in Eastern Cape Rural Schools: Reflections of Pre-Service Teachers
Quelle	In: South African Journal of Education, 39 (2019), Artikel 1660 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (John, Merlin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Physical Sciences; Science Instruction; Rural Schools; Preservice Teachers; Educational Experience; Instructional Effectiveness; Reflection; Critical Theory; Educational Environment; Barriers; Foreign Countries; Educational Resources; Disadvantaged Schools; Teacher Qualifications; Place Based Education; Consciousness Raising; High Schools; South Africa + Suchen Sie Ihr Suchwort? Natural sciences; Naturwissenschaften; Naturwissenschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Bildungserfahrung; Unterrichtserfolg; Kritische Theorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Bildungsmittel; Lehrqualifikation; Bewusstseinsbildung; High school; Oberschule; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The experiences of pre-service teachers who come from rural backgrounds differ widely from those who are from urban schools. It can be assumed that these experiences play a crucial role in shaping their teaching careers during and after the formal teacher training. Even though much research has already dwelt on the various challenges experienced by rural schools in South Africa, little has been done on pre-service teachers' perspectives. Using an exploratory research method, this article explores the status of physical sciences teaching and learning in rural schools in one of the most disadvantaged provinces of South Africa, using pre-service teachers enrolled in a rural-based university as the participants. While many factors were reported as hindering the effective teaching and learning of physical sciences in rural schools, it was found that some schools and teachers used some appropriate strategies to promote teaching and learning. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01