Foundation Phase Pre-Service Teachers' Experiences of Teaching Life Skills during Teaching Practice

Autor/inn/en	Arasomwan, Deborah A.; Mashiya, Nontokozo
Titel	Foundation Phase Pre-Service Teachers' Experiences of Teaching Life Skills during Teaching Practice
Quelle	In: South African Journal of Childhood Education, 11 (2021) 1, Artikel 700 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Arasomwan, Deborah A.) ORCID (Mashiya, Nontokozo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; Primary Education; Preservice Teachers; Student Teaching; Daily Living Skills; Skill Development; Teacher Competencies; Mentors; Curriculum; Classroom Environment; Student Experience; Teacher Education Programs; Student Attitudes; Course Content; Barriers; Language Usage; Language of Instruction; Knowledge Level; South Africa + Suchen Sie Ihr Suchwort? Ausland; Primarbereich; Teaching practice; Unterrichtspraxis; Alltagsfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrkunst; Curricula; Lehrplan; Rahmenplan; Klassenklima; Unterrichtsklima; Studienerfahrung; Schülerverhalten; Kursprogramm; Sprachgebrauch; Teaching language; Unterrichtssprache; Wissensbasis; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01