The journey to becoming professionals: Student teachers’ experiences of teaching practice in a rural South African context

Mukeredzi, Tabitha Grace; Mandrona, April

doi:10.1016/j.ijer.2013.07.010

Cited by 44 publications

(36 citation statements)

References 19 publications

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“…On the other hand, support from assessors will enhance appropriateness of sourcing of information and referencing, boost instructional discipline and raise self-efficacy during the teaching-learning processes. However, in cases where assessors support is inadequate, Mukeredzi and Mandrona (2013) indicated that assessment of class work is low, instructional indiscipline is likely to occur and attainment of instructional objectives may be lost. In instances where such weaknesses exist, teacher professional competence is lowered resulting in teacher trainee inability to evaluate self, manage the teaching-learning process and eventually witnessing lower learning achievement.…”

Section: Faculty Assessors' Support and Teaching Practicementioning

confidence: 99%

Assessors, School Support and Teaching Practice at the University of Nairobi Kenya: Addressing Teacher Professional Competence

Odundo¹,

Othuon²,

Lillian³

2017

WJER

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Section: Faculty Assessors' Support and Teaching Practicementioning

confidence: 99%

Assessors, School Support and Teaching Practice at the University of Nairobi Kenya: Addressing Teacher Professional Competence

Odundo¹,

Othuon²,

Lillian³

2017

WJER

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“…Mentoring is not a natural activity, which requires making all aspects of teaching processes visible, breaking down all teaching approaches into step-by-step instruction for students (Mukeredzi & Mandrona, 2013). This implies a need for more time to focus on mentor-mentee practices, meetings, setting expectations and guidelines collaboratively, and addressing concerns of various aspects such as modeling and observing lessons.…”

Section: Resultsmentioning

confidence: 99%

“…Anxiety and fear around modeling lessons for students and limited time for mentoring have been documented elsewhere (see, for example, Hagger & McIntyre, 2006;Kiggundu & Nayimuli, 2009;Leshem, 2012;Mukeredzi & Mandrona, 2013).…”

Section: Modelingmentioning

confidence: 94%

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Mentoring in a Cohort Model of Practicum: Mentors and Preservice Teachers’ Experiences in a Rural South African School

Mukeredzi

2017

SAGE Open

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Little is known about mentoring student cohorts from largely urban backgrounds doing practicum at one school, living alongside the community, and sharing residential facilities with teacher educators in a rural context. This article reports Bachelor of Education students' and mentors' school-based mentoring experiences during a 4-week residential practicum in a rural setting. Data generated through in-depth group discussions with students and mentors were analyzed using content analysis. Experiences revolved around professional support, lesson observations and feedback, collaboration, and modeling. Notwithstanding that mentors were a source of wisdom in practical knowledge for students, they gained valuable professional knowledge around teaching styles and learner engagement from students. Collaborations rejuvenated mentor practices and stimulated their reflection, enthusiasm, and passion for work. Nondevelopmental experiences related to poor mentor communication, lack of modeling lessons, and objectivity in feedback. Although the overall impression from participants was positive, there is evidence of unequal mentor-mentee relationships and failure to construct the mentoring process as a journey of initiation into the preservice teacher's life role. I illustrate that in-school mentoring in the South African education context may be enhanced, if school-based teacher educators are exposed to mentoring practices and school-based supports through comprehensive ongoing training to better prepare them for supporting not only preservice teachers but also novice teachers.

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“…Graham (2006) states that two components are critical to successful outcomes of the teaching practice experience, namely the mentor teachers who guide and support student teachers, and the sites where the experiences occur. Mentor teachers as practising professionals are aware of current issues in education, and are uniquely positioned to help student teachers navigate the demands of the practicum, particularly in matters of curriculum and classroom management (Maphalala 2013;Mukeredzi and Mandrona 2013). Student teachers are looking to their mentors for support through a period that is frequently stressful both emotionally and physically (Maphalala 2013), and it is thus important that mentor teachers model good practices of teaching.…”

Section: Teaching Practice and The Process Of Becoming A Teachermentioning

confidence: 99%

Student teachers’ perceptions of a Wits rural teaching experience project: What to learn and improve

Nkambule

2017

SAJHE

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In South Africa all universities send education student teachers to schools for teaching practice as part of their preparation for teaching. Of concern is the lack of research investigating pre-service teachers' experiences of teaching practice, especially in rural and farm schools. Although several rural teaching practice projects have been established by various teacher education training institutions in South Africa, of concern and problematic for the article is knowledge gap that understand student teachers' perceptions and experiences after undertaking teaching practicum in rural schools. The article present student teachers' perceptions of Wits rural teaching practicum, and use a qualitative approach, semi-structured reflective discussions, and reflective journals to collect data. The findings show that education student teachers want to be part of the rural community and schools, rather than being 'tourists' and 'scientists'. Collaboration between preservice and in-service teachers is identified as crucial to share teaching skills and mentor new teachers.

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The journey to becoming professionals: Student teachers’ experiences of teaching practice in a rural South African context

Cited by 44 publications

References 19 publications

Assessors, School Support and Teaching Practice at the University of Nairobi Kenya: Addressing Teacher Professional Competence

Assessors, School Support and Teaching Practice at the University of Nairobi Kenya: Addressing Teacher Professional Competence

Mentoring in a Cohort Model of Practicum: Mentors and Preservice Teachers’ Experiences in a Rural South African School

Student teachers’ perceptions of a Wits rural teaching experience project: What to learn and improve

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