Motivation to become a Foundation Phase teacher in South Africa

Sayed, Yusuf; McDonald, Zahraa

doi:10.4102/sajce.v7i1.548

Cited by 9 publications

(10 citation statements)

References 16 publications

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“…Not all men are bad, not all men are perpetrators. Sayed and McDonald (2017) recommend that policy makers need to nurture a culture of teaching as a positive and highly esteemed profession for men and women. Universities and other state departments should provide career advice that will better prepare male pre-service teachers for the challenges and criticism that awaits them.…”

Section: Recommendationsmentioning

confidence: 99%

“…According to Nyoni and Nyoni (2012) African societies do not welcome men to teach young children. In Tanzania, for example, teaching at primary schools is perceived as a low-status job meant for female teachers (Sayed and McDonald 2017). A study conducted in Kenya found that men are still under-represented in Early Childhood Development Education because the society is uneasy and suspicious about men who choose to work with young children (Mukana and Mutsoso 2011).…”

Section: Teacher-gender: Experiences Of Male Teachers 1 Introductionmentioning

confidence: 99%

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Education and New Developments 2022 – Volume I

2022

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This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2022), organized by the World Institute for Advanced Research and Science (WIARS).Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge.We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development.END 2022 received 790 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 263 submissions (33% acceptance rate), from which, 233 submissions are published in full text in these volumes.

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Section: Recommendationsmentioning

confidence: 99%

Section: Teacher-gender: Experiences Of Male Teachers 1 Introductionmentioning

confidence: 99%

Education and New Developments 2022 – Volume I

2022

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“…That then leads people within the society to view themselves and the world they reside in through a gendered 'lens' , that influences their thinking and actions. Watson, Wright, & Groenewald, [46] postulate that these social norms which precisely ascribe the roles and expectations of men and women that are deemed appropriate or desirable by the society are frequently resistant to change. The cycle of these perceptions on gender positions persists through generations.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Mashiya [55] and Koch and Farquhar [56] found the number of men in early childhood setting as low as ten percent in Finland, only four percent in Germany, and the United States had only two percent. Studies also found that glitches resulting from gender prejudice, gender stereotyping and numerous systemic challenges lead to the failure of South Africa to attract male teachers in pre-schools [46,57]. Teaching in pre-school is not a lucrative career choice for men hence, they shun it.…”

Section: Barriers or Glass Ceiling To Male Educator Recruitment And Retentionmentioning

confidence: 99%

Male Educator Recruitment in Early Childhood Centres: Implications for Teacher Education

Mathwasa¹,

Sibanda²

2021

Teacher Education - New Perspectives

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The absent male educators in the Early Childhood Development (ECD) programmes have created a gap in the momentum of success gained through fathers’ involvement in the early life of children. Worldwide, the gender imbalance trends in early childhood education and lower primary classes have been immemorial female skewed with men becoming extinct in the arena. Hitherto, copious studies testify of men’s involvement as fathers in young children’s early life as crucial for their social, emotional, and cognitive development. This chapter focuses on the importance of having male educators in the foundation phase of children’s care and learning, barriers to male involvement as educators in early care and learning centres, and how learning institutions can recruit and train male educators specific for the ECD. Male educators in the ECD have been confronted by stigmatisation, ridiculed, hit glass ceilings, and are viewed with hostility and suspicion. A preliminary exploration of literature from renowned published work that focuses extensively on various countries across continents will be covered in this review. This chapter envisaged strategies that could be employed in the recruitment, retention, and active participation of male educators in the ECD settings that will inform policy and teacher education.

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“…It has been commonly reported that South Africa's basic education is in crisis (Mckeever, 2017;Kubow, 2018;Essack & Hindle, 2019). Foundation Phase teaching is seen as a critical supply chain that can reduce some of the problems that have been reported (Sayed & McDonald, 2017;Schaffler et al 2019), which include poor pass rates, high dropout rate among learners and unpreparedness of those who access institutions of higher learning (Ramrathan, 2017;Mlachila & Moeletsi, 2019). Other solutions have however been suggested for these problems.…”

Section: Introductionmentioning

confidence: 99%

Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

Iwu

2021

AJOTE

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This study was undertaken with the aim of understanding how newly qualified female teachers perceive teaching practicum in the South African context. Teaching Practicum is a vital component of the initial teacher education (ITE) programme because it enriches future teachers’ knowledge, skills and abilities towards a lifelong career in the teaching profession. Teachers make valuable contributions to the growth of any nation as they help produce future leaders. It is therefore necessary to have a competent teaching workforce to improve pass rates as well as reduce dropout rates among learners. The study took the qualitative deductive premise making use of semi-structured interviews to collect data from more than 30 novice teachers. Key words, which helped in the identification of themes, were distilled from the responses. A core overall finding of the study point to a mix of experiences - benefits and shortcomings - which not only affect the development of prospective teachers but also have profound implications for both policy enhancement and implementation. Regarding policy enhancement and implementation, it is suggested that universities and schools where novice teachers are posted for teaching practice should have good relations for support advancements. In this case, it is advised that the novice teachers should be exposed to critical mentoring opportunities to allow for clearer understanding of the real classroom scope. This study believes that for this to be fruitful, schools should among others be well-equipped. Suggestions for further research are also flagged. .

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Motivation to become a Foundation Phase teacher in South Africa

Cited by 9 publications

References 16 publications

Education and New Developments 2022 – Volume I

Education and New Developments 2022 – Volume I

Male Educator Recruitment in Early Childhood Centres: Implications for Teacher Education

Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

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