Part of the consensus model of PCK (2015), helps to develop understandings of teaching and identity. The second phase deals with the NQTs' views of their IET in the light of first year in the classroom. In this chapter, the background problem is stated and the purpose of the study is presented.
This chapter begins with a brief description of educational policies in South Africa that shape and influence teacher education. It also banned the inclusion of math and science in the curriculum of the Black education system. By December 2000, 23 teacher training colleges were subdivisions of various universities and colleges (DoE & DHET 2011). The teacher training colleges that did not merge were retained by the individual provinces and became campuses of the Further Education Training (FET) colleges. development institutions, educational resource centres, secondary schools, provincial education offices or are used by other government departments (DoE & DHET, 2011).
A literature review and discussion of the conceptual framework will follow in the next chapter. It provides a definition of PCK, emphasizing it as topic, teacher and context specific, and includes both Reflection on Action and Reflection in Action (http://pcksummit.bscs.org/). The consensus model for PCK suggests that as knowledge is translated into practice, various forces come into play; in the form of amplifiers and filters. 20 The next level of the PCK Summit Consensus model moves to the topic-specific level.
These elements form the core of the conceptual framework that was used in the development of the data collection instruments; as well as data analysis for this study.
Newly Qualified Teachers
Using the data collected aims to shed light on these teachers' perceptions of learning to teach and how this supports their classroom practice. The complementary quantitative component of this study creates room for general statements or reliable predictions about student teachers' perceptions of their experiences in learning to teach in the first part of the research. The data in the questionnaire was also used for the preparation and understanding of the group by the researchers, as well as to support the research.
To be part of the population, the newly qualified teachers had to be full-time teachers in their first year of teaching. These focus group interviews were conducted at the beginning of their final year and towards the second half of the year. Spacing the interviews allowed participants to reflect on their IO; especially in relation to learning to teach.
In the case of this study, peer debriefing was one of the most frequently used methods. The aim of collecting the data collected is to gain a sense of NQTs' experiences of learning to teach. Relatively the majority of student teachers state that teaching for inclusive education is very useful, 33 (64%).
This is an indication that despite the comments by student teachers who participated in the focus group interviews, the quantitative data points to this. Most of the student teachers acknowledge their lecturers as being well versed in their subject and in the ways in which they have ensured that the student teachers are prepared to teach these subjects. Most of the student teachers described their campus-based experience as one of transfer delivery.
Most of the student teachers felt that their ITE was important in learning the theory and rhetoric of teaching. Only a few of the student teachers were able to implement (practice) strategies and methodologies they learned during training. The data was largely obtained from the focus group interviews conducted with four students at the beginning of the year and towards the end of the first year of being a teacher.
The latter appears to form the basis of the focus group interviews conducted with the participants. The aim of the study was to find out in what ways the experiences of learning to teach in a bachelor's program support NQTs in their classroom practice.
Bibliography
Questionnaire 1: Experiences related to the academic programme
- Ed. Foundation Phase 4 th year
- Biographical Information
- The Ed. Foundation Phase Programme
- Learning about language and teaching language/s in the Foundation Phase
- Learning about Mathematics and teaching Mathematics in the Foundation Phase
- Invitation to further participate in the research
Please follow these instructions by marking the correct answer with a cross (X), or by writing your answers in the boxes provided. YOUR PARTICIPATION IS VOLUNTARY AND YOU MAY WITHDRAW YOUR CONSENT AND PARTICIPATION IN THE STUDY AT ANY STAGE, WITHOUT PREJUDICE. When answering the questions, please mark the correct choice with a cross (X), or write your answers in the boxes where applicable.
These questions deal with what you have been taught and what you think about language and teaching languages in the Foundation Phase in the B.Ed. The questions relate to LITERACY as an important component of teaching languages in the Foundation Phase. When you respond to the questions, please mark the appropriate choice with a cross (X) or write your answer in the box where applicable.
To what extent have you been taught to develop the following skills in students during language teaching?. Part A Aspects Part B Utility Lesson strategies .. assessment was used by educators1 .. k) Use of prescribed textbooks l) Use of educational technology m) Facilitation of a class discussion. Have students work in groups j) Use of worksheets .. k) Use of prescribed textbooks l) Use of educational technology m) Facilitate a class discussion.
To what extent are you prepared (in the B.Ed programme) to do the following while teaching language(s)?. Learn about Mathematics and teach Mathematics in the Foundation Phase Mathematics in the Foundation Phase. These questions are about what you have been taught and what you have learned about teaching mathematics in the Foundation Phase in the B.Ed programme.
When answering the questions, mark the appropriate choice with a cross (X) or write your answers in the appropriate box. To what extent have you been taught to assess the following mathematical knowledge and skills of pupils?. Yes, this rating was used by . lecturers1 1 Not at all .. j) Pupils should solve text tasks. . k) Use of worksheets. . l) Use of prescribed workbooks. . m) Use of educational technology.
Questionnaire 2: Teaching practice and confidence to teach B Ed Foundation Phase 4 th year
- My experience of Teaching Practice in the B Ed programme
- Teaching Language/s in the Foundation Phase
- Teaching Mathematics in the Foundation Phase
- My Experience of the Academic Programme
- Next Year
- Interview invitation
To what extent did you learn the following while teaching in your B Ed program? During your teaching practice in the B Ed program, how often did you participate in the following actions?. How would you describe your mentor's interaction with you as part of the B Ed programme?.
To what extent have you acquired the following knowledge and skills in terms of assessing language?. How confident do you feel in developing the following skills in your learners during language teaching?. How much continuous development would you like to receive as a language teacher in the following areas?.
Use concrete teaching aids. . i) Use charts. . j) Pupils should solve the text tasks. . k) Use worksheets. . l) Use the prescribed workbooks. . m). 35) During a typical math lesson, how likely are you to do the following? To what extent have you acquired the following knowledge and skills in mathematics assessment?. How much continuous development would you like to receive as a mathematics teacher in the following areas?.
How have the following aspects of the institutional environment helped your learning in the B Ed program?
