Beginner teachers’ experiences of transdisciplinary demands of a school curriculum

Woest, Yolandi

doi:10.4102/td.v14i2.488

Cited by 6 publications

(4 citation statements)

References 23 publications

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“…In this case, these are their experiences from their chosen teacher education programme. When beginner teachers enter the teaching profession, their emergent beginner teacher identities have already undergone some changes marked by previous experiences during their years of training and might at this point be in flux as they start out in a new and unfamiliar environment, (Woest, 2018). We build further on this theory in the discussion of our findings.…”

Section: Theoretical Framingmentioning

confidence: 85%

“…Additionally, beginner teachers experience conflict with their colleagues since they are unfamiliar with the different ideologies prevailing in the schools (Deswita, 2019). They also find it difficult to establish and maintain discipline especially in large, overcrowded classroom contexts which are common in South Africa (Woest, 2018). Often, beginner teachers face difficulties with learners because they have not yet become skilled at problem-solving (Deswita, 2019).…”

Section: Challenges During Early Years: Learning To Teach In Difficult Contextsmentioning

confidence: 99%

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"Do all roads lead to Rome?": The influence of two different higher education programmes on beginner teacher identity

Westhuizen

Woest

2021

Journal of Education

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In this qualitative case study, we explored the experiences of beginner teachers who chose two different routes-full-time and part-time studying-on the journey to becoming teachers and we report on the influences of this choice on their emergent beginner teacher identities. We purposefully selected two groups of participants, each consisting of three who studied full-time and three who studied part-time. The latter worked part-time at schools or in similar educational contexts while they were studying. Epistemologically underpinned by the interpretivist paradigm, we employed the Possible Selves theory (Marcus & Nurius, 1986) as the theoretical lens. Inductive thematic analysis of data demonstrated three main themes. First, data showed a distinct divergence between the perceptions of initial beginner teacher identity states in the two groups of participants. Second, both groups of participants agreed that time is a significant factor in the complex psychological processes required for the construction of a beginner teacher identity. Third, both groups strongly considered practical experience as an essential factor for beginner teacher identity development.

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Section: Theoretical Framingmentioning

confidence: 85%

Section: Challenges During Early Years: Learning To Teach In Difficult Contextsmentioning

confidence: 99%

"Do all roads lead to Rome?": The influence of two different higher education programmes on beginner teacher identity

Westhuizen

Woest

2021

Journal of Education

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“…Two of the recurring challenges that have been identified in effecting a meaningful and inclusive sex education is inadequate teacher training and the absence of sufficient ageappropriate resources (Bouic 2019;DePalma & Francis 2014a;Johnson 2014;Venketsamy & Kinnear 2020). This problem is compounded by the fact that teachers in the intermediate phase are increasingly being expected to become generalists outside of specialised training (Woest 2018), often resulting in under-qualified teachers teaching Life Orientation (Francis 2017a). Venketsamy and Kinnear (2020) and Francis (2017a) also emphasise the need for more training and resources that are suitable for foundation phase sexuality education especially.…”

Section: Teacher Education and The Availability Of Resourcesmentioning

confidence: 99%

What literary studies can offer sexuality education: Pre-service teachers’ responses to an animated film

Carolin

2022

THE

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Background: Given the high levels of homophobia that exist in South Africa, including in its schools and universities, it is imperative that university lecturers develop integrated and transdisciplinary curriculums to educate pre-service teachers about sexuality and to empower them to incorporate lesbian, gay, bisexual, transgender and intersex (LGBTI)-inclusive resources into their own classrooms.Aim: This study aimed to contribute to the scholarship of teaching and learning by reflecting on how English literary studies can contribute to sexuality education.Setting: The context for this study is a specific undergraduate English module that forms part of the foundation phase and intermediate phase teacher education curriculums at the University of Johannesburg.Methods: This study is a self-reflective analysis of how the methodology of close reading, which is central to English literary studies, can be used to support sexuality education.Results: Despite the prevalence of homophobia in South African society, when undergraduate students in this English module (n = 356) were asked to write an essay about the representation of same-sex sexuality in a short animated film, none of them made homophobic comments.Conclusion: Paying particular attention to the analytical methodology of close reading, the author argues that a narrow focus on the storytelling techniques used within a narrative text – in a way that deliberately excludes students’ personal opinions about same-sex sexualities – offers a powerful way of facilitating a deeper understanding of the mechanisms of homophobia and heteronormativity.

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“…Graduates of UJ's IP teacher education programme are expected to be generalists who can teach multiple subjects across the curriculum. is is a recent shi away from subject specialisations in the IP, given the reality that many primary school teachers will at some point be expected to teach subjects other than what they would have specialised in (Bowie & Reed, 2016;Woest, 2018). However, this poses multiple challenges.…”

Section: Introductionmentioning

confidence: 99%

Using a historical memoir to improve curriculum coherence in teacher education: The case of Trevor Noah's Born a Crime

Carolin

Bennett

2022

Y&T

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Two of the recurring concerns identified in teacher education are a lack of curricular coherence and a schism between content and practice. In this article, we discuss a specific intervention that was aimed at addressing these two challenges as they relate to English and History specifically. We argue that through the use of a carefully selected historical memoir, much tighter coherence between these subjects can be articulated in ways that facilitate students' mastery of core concepts and skills across both these learning areas, as well as a richer appreciation of their implication for teaching practice. For the purposes of this article, we define curricular coherence as an experienced sense of connectedness within and across modules. Focusing on the use of Trevor Noah's memoir, Born a Crime (2016), we argue that engaging with a single historical text across multiple modules can improve curricular coherence and offer a more integrated approach to engaging with written texts and historical resources. With close reference to the Department of Higher Education and Training's Policy on the Minimum Requirements for Teacher Education Qualifications, we reflect on our experiences of integrating this memoir into an undergraduate Intermediate Phase (IP) teacher education programme at the University ofJohannesburg (UJ). We show how this memoir was integrated into four modules that form part of the second year of the degree, namely English for the Primary School, Social Sciences for the Intermediate Phase, Teaching Methodology for English, and Teaching Methodology for the Social Sciences.

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Beginner teachers’ experiences of transdisciplinary demands of a school curriculum

Cited by 6 publications

References 23 publications

"Do all roads lead to Rome?": The influence of two different higher education programmes on beginner teacher identity

"Do all roads lead to Rome?": The influence of two different higher education programmes on beginner teacher identity

What literary studies can offer sexuality education: Pre-service teachers’ responses to an animated film

Using a historical memoir to improve curriculum coherence in teacher education: The case of Trevor Noah's Born a Crime

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