Preparing Student Teachers Through Physical Education Teaching and Learning: A Study in One Rurak University of the Eastern Province
- Mpahla, Elliot Ntando, Makena, Bulelwa
- Authors: Mpahla, Elliot Ntando , Makena, Bulelwa
- Date: 2023
- Subjects: Physical Education , Student teachers , Faculty of Education , Eastern Cape Province
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14255 , vital:79166 , DOI: https://doi.org/10.31435/rsglobal_ijitss/30092023/8027
- Description: The findings from this study indicated that the programmes of student teacher education are not implemented in totality as there is no module for Physical Education (PE) in the programmes of study in the Faculty of Education. This study aimed at investigating the preparation of student teachers through PE teaching and learning in one rural university of the Eastern Cape Province. PE teaching and learning for student teachers at a higher education institution means preparing futureteachers in totality to acquire vibrant and active public schools. This study used a qualitative research methodology where data was collected from fifteen (15) participants composing of five (05) B Ed Foundation Phase Teaching student teachers, five (05) Postgraduate (PGCE) student teachers and five (05) lecturers from the Faculty of Education. Semi structured interviews were used as instruments of data collection. Participants for the study were selected through purposive sampling because of their defining characteristics about the knowledge of the problem under study. The study concludes that it is awkward to train and develop student teachers for public schools without the knowledge of PE teaching and learning. There is a recommendation to infuse training of student teachers in PE, henceforth, as novice teachers get employment at schools, they are allocated among other duties, extra mural activities such sport.
- Full Text:
- Authors: Mpahla, Elliot Ntando , Makena, Bulelwa
- Date: 2023
- Subjects: Physical Education , Student teachers , Faculty of Education , Eastern Cape Province
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14255 , vital:79166 , DOI: https://doi.org/10.31435/rsglobal_ijitss/30092023/8027
- Description: The findings from this study indicated that the programmes of student teacher education are not implemented in totality as there is no module for Physical Education (PE) in the programmes of study in the Faculty of Education. This study aimed at investigating the preparation of student teachers through PE teaching and learning in one rural university of the Eastern Cape Province. PE teaching and learning for student teachers at a higher education institution means preparing futureteachers in totality to acquire vibrant and active public schools. This study used a qualitative research methodology where data was collected from fifteen (15) participants composing of five (05) B Ed Foundation Phase Teaching student teachers, five (05) Postgraduate (PGCE) student teachers and five (05) lecturers from the Faculty of Education. Semi structured interviews were used as instruments of data collection. Participants for the study were selected through purposive sampling because of their defining characteristics about the knowledge of the problem under study. The study concludes that it is awkward to train and develop student teachers for public schools without the knowledge of PE teaching and learning. There is a recommendation to infuse training of student teachers in PE, henceforth, as novice teachers get employment at schools, they are allocated among other duties, extra mural activities such sport.
- Full Text:
Rural Support Experience of Student-Teachers in South Africa: The Need for Supportive Infrastructure and Language Teaching
- Omodan, Isaiah Bunni, Makena, Bulelwa
- Authors: Omodan, Isaiah Bunni , Makena, Bulelwa
- Date: 2023
- Subjects: Rurality , Rural support expirience , Student teachers , ABCD , Transformation
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14272 , vital:79165 , DOI: https://doi.org/10.5430/wjel.v13n2p224
- Description: Rural communities in South Africa have various inadequacies and a lack of social support systems for the people and their inhabitants. Experiences and observations showed that the majority of the student teachers in the Eastern Cape province of South Africa undergo their teaching practice activities in one or two rural locations, which led to many of them having to suffer from a lack of support and social amenities in their place of teaching practice. This study explores student teachers experiences, ranging from the challenges and opportunities available for them during the program. Asset Based Community Development (ABCD) approach was used to underpin the study. The study falls within the transformative paradigm, and participatory research was used to design the study. Convenient sampling was used to select ten student teachers posted to rural locations for their teaching practice within the Eastern Cape province. Reflection was used to elicit data from the participants, and the data were analysed thematically. The study found that inadequate resources and social amenities, and language barriers are challenges encountered by the student teachers. The study also found that the provision of supportive infrastructures and the intensification of Language teaching is imminent among rural learners…
- Full Text:
- Authors: Omodan, Isaiah Bunni , Makena, Bulelwa
- Date: 2023
- Subjects: Rurality , Rural support expirience , Student teachers , ABCD , Transformation
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14272 , vital:79165 , DOI: https://doi.org/10.5430/wjel.v13n2p224
- Description: Rural communities in South Africa have various inadequacies and a lack of social support systems for the people and their inhabitants. Experiences and observations showed that the majority of the student teachers in the Eastern Cape province of South Africa undergo their teaching practice activities in one or two rural locations, which led to many of them having to suffer from a lack of support and social amenities in their place of teaching practice. This study explores student teachers experiences, ranging from the challenges and opportunities available for them during the program. Asset Based Community Development (ABCD) approach was used to underpin the study. The study falls within the transformative paradigm, and participatory research was used to design the study. Convenient sampling was used to select ten student teachers posted to rural locations for their teaching practice within the Eastern Cape province. Reflection was used to elicit data from the participants, and the data were analysed thematically. The study found that inadequate resources and social amenities, and language barriers are challenges encountered by the student teachers. The study also found that the provision of supportive infrastructures and the intensification of Language teaching is imminent among rural learners…
- Full Text:
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