Reconfiguring Teacher Education in South African Universities to Address Learner Behavioural Conducts in Schools: Changed Reality

Abstract

"The purpose of the paper is to argue for the need to reconfigure the training of Bachelor of Education Degree student teachers as a strategy to empower them in dealing with the changed reality in secondary schools. The purpose is achieved by looking at the relevancy of the education or training offered to undergraduate teacher trainee students at universities in Eastern Cape Province of South Africa regarding learner behavioural problems being experienced in secondary schools. The paper was guided by a situated learning theory. The paper adopted a qualitative approach and a case study design. The study purposively selected 3 universities, 9 lecturers and 15 teacher trainees as participants. Data were collected through use of interviews and focus group discussions. Thematic frames were used to analyse data that were discussed concurrently with the findings. The study established a mismatch between how the teachers’ training and actual reality in schools as a challenge that needs to be addressed. The implication drawn is that failure to move with speed to reconfigure the training of initial teacher education increases frustration and tension between teachers and learners. The paper concludes that the current way of training of teachers lacks reality of how teacher trainees should deal with learner behavioural problems in schools. Universities should redesign an initial teacher education programme that capacitates teacher trainees to handle and speak to the current generation of secondary school learners."

Reconceptualising initial teacher education in South Africa: A quest for transformative and sustainable alternatives

“…As a result, there is a need to revise initial teacher programs to include new approaches and pedagogies. Nel et al (2023) argue that higher education institutions should transform the preparation of students in terms of pedagogies and teaching strategies (Scott et al, 2023;Marongwe et al, 2023;Spratt & Florian, 2015). This recommendation is motivated by debates surrounding inclusivity, technology usage, learner demographics, and other factors that necessitate the transformation of initial teacher education (Marongwe et al, 2023;Florian, 2017).…”

“…Nel et al (2023) argue that higher education institutions should transform the preparation of students in terms of pedagogies and teaching strategies (Scott et al, 2023;Marongwe et al, 2023;Spratt & Florian, 2015). This recommendation is motivated by debates surrounding inclusivity, technology usage, learner demographics, and other factors that necessitate the transformation of initial teacher education (Marongwe et al, 2023;Florian, 2017). Mayer's (2013) article on policy-driven reforms and the role of teacher educators in reframing teacher education in the 21st century discusses an observation by the Victorian Department of Education and Early Childhood Development (DEECD) in Australia.…”

“…Stoetzel and Shedrow (2021) found that prospective teachers lacked knowledge of technology tools and meaningful integration into their teaching. This observation was echoed by Marongwe et al (2023) and Jita (2016), who emphasised the need to adequately train aspiring teachers in the use of information and communication technologies (ICTs) for teaching and learning in schools. Without comprehensive training and understanding of ICT tools, teachers may be reluctant to adopt technology, making a case for rethinking initial teacher programs in South Africa.…”

“…A study conducted by Jita (2016) in South Africa revealed that preservice teachers are more familiar and comfortable with non-technology-related skills compared to technology-oriented skills. According to Jita (2016) and Marongwe et al (2023), the lack of ICT training opportunities provided to preservice teachers, as well as the failure of lecturers to incorporate ICTs in their teaching, contribute to the incompetence of initial teachers in utilising ICTs. Both studies recommend the revision of teacher education programs to include the integration of ICTs.…”

“…The implications of the preceding discussion highlight the necessity for universities to reassess their methods of training prospective teachers in order to align with contemporary pedagogical practices, such as adopting a "guide on the side" approach (Nawaz, 2013;Olusegun, 2015), and departing from traditional methods and practices that do not cater to the needs of technologically adept learners. Acknowledging the shortcomings of the current teacher education program in producing teachers equipped with pertinent pedagogical skills for today's student population (Marongwe et al, 2023;Jita, 2016), it is argued that some novice teachers struggle to identify suitable instructional tools and employ them effectively, indicating the need to enhance their pedagogical knowledge (Botha & Rens, 2018;Marongwe et al, 2023).…”