Female teachers have historically been associated with teaching profession at the Foundation Phase (FP). It is a societal belief that female teachers provide motherly love and care and are naturally soft towards infants compared to their male counterparts. This article explores a new trend that is developing at a rural university where male student teachers are increasingly enrolling for a Bachelor of Education programme where they specialise in the foundation phase (FP) teaching. The article gathered male student teachers' views for choosing teaching in the foundation phase as a career at a rural university in Limpopo Province. This qualitative case study adopted a purposive sampling procedure to sample sixteen (16) male first year B.Ed. Foundation Phase student teachers to complete open-ended questions. Content analysed data reveal that even though male student teachers were intrinsically and altruistically motivated and positive about their FP career choice and hope to demystify FP teaching, a few of them admitted that FP was a default career choice. A longitudinal cohort study is recommended in order to decipher the motivations, experiences and career paths of male FP teachers.
This article sought to understand the anxieties and challenges faced by Foundation Phase student teachers during their teacher training programmes and ask the following question: What are the student teachers' anxieties and challenges in regard to career path they have chosen in the near future? In this article, researchers argue that the vast number of students suffer from anxiety better known to themselves. The article argues that the diverse nature of anxieties experienced by student teachers might have varied adverse consequences and might lead to dropping out of the programme or simply leading a miserable career life. Qualitative exploratory design was utilised in which a purposive sampling procedure was adopted in selecting 383 respondents doing Foundation Phase Initial Teacher Education (ITE) programme from three universities. Data were Ravhuhali, MacDonald, Mashau, Lavhelani, Mutshaeni Being first year B.Ed. Foundation phase student teachers 99 thematically analysed. The most identified causes of student anxiety revolve around finances, selfesteem, career identities and choices conundrum. This article would not necessary provide all the answers but seeks to provide deeper understanding of the anxieties experienced by student teachers and provide credible empirical findings. The researchers recommend that this study be conducted in other universities across South Africa.
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