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:
Instructional Language Dichotomy on Foundation Phase Learning: A Case of University Student Teachers
- Makena, Bulelwa, Mpahla, Elliot Ntando
- Authors: Makena, Bulelwa , Mpahla, Elliot Ntando
- Date: 2022
- Subjects: Language policy , Academic attainment , Curriculum , Medium of instruction , Home language
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14211 , vital:79157 , DOI: https://doi.org/10.5430/wjel.v13n1p220
- Description: For proficiency in language learning, the prescribed medium of instruction for Foundation Phase (FP) learning becomes a prerequisite, as demarcated by South African policy on language learning. Nevertheless, student teachers while embarking on Teaching Practise (TP) find comfort at infusing the English medium when interacting with learners. In contradiction, English language learning is compromised as most subjects underpinning the FP curriculum are offered in home languages. This paradox of mixed opinions on policy, student teacher perspective hence their medium of learning is English language for all courses offered at university level, together with thesituation where students are expected to consider FP curriculum offering, really causes some inconsistency, leading to compromised English language proficiency as both student teachers and learners infuse IsiXhosa to a greater extent during the entire process. This paper therefore seeks to investigate whether home language teaching has any substantial influence towards enhancing English language as one of the subjects underpinning FP curriculum. A qualitative approach embedded in a case study design was administered on two purposefully identified university teachers as pioneers expected to conduct assessmentduring practise teaching. To collect data, semi structured interviews were conducted to understand better the underlying factors caused by instructional language contradiction in-between student teachers and learners. It emerged as major findings that (i)conflicting media of instruction (in university and in schools), (ii) home language dominance, and (iii) policy imperatives were challenging causes on the declining English proficiency in learners. This paper concludes and recommends that for sustained English language development, policies underpinning teaching and learning need to be re-defined as all subjects offered rely on efficient attainment of the language component, thereby leading to improved learner throughput rate.
- Full Text:
Instructional Language Dichotomy on Foundation Phase Learning: A Case of University Student Teachers
- Authors: Makena, Bulelwa , Mpahla, Elliot Ntando
- Date: 2022
- Subjects: Language policy , Academic attainment , Curriculum , Medium of instruction , Home language
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14211 , vital:79157 , DOI: https://doi.org/10.5430/wjel.v13n1p220
- Description: For proficiency in language learning, the prescribed medium of instruction for Foundation Phase (FP) learning becomes a prerequisite, as demarcated by South African policy on language learning. Nevertheless, student teachers while embarking on Teaching Practise (TP) find comfort at infusing the English medium when interacting with learners. In contradiction, English language learning is compromised as most subjects underpinning the FP curriculum are offered in home languages. This paradox of mixed opinions on policy, student teacher perspective hence their medium of learning is English language for all courses offered at university level, together with thesituation where students are expected to consider FP curriculum offering, really causes some inconsistency, leading to compromised English language proficiency as both student teachers and learners infuse IsiXhosa to a greater extent during the entire process. This paper therefore seeks to investigate whether home language teaching has any substantial influence towards enhancing English language as one of the subjects underpinning FP curriculum. A qualitative approach embedded in a case study design was administered on two purposefully identified university teachers as pioneers expected to conduct assessmentduring practise teaching. To collect data, semi structured interviews were conducted to understand better the underlying factors caused by instructional language contradiction in-between student teachers and learners. It emerged as major findings that (i)conflicting media of instruction (in university and in schools), (ii) home language dominance, and (iii) policy imperatives were challenging causes on the declining English proficiency in learners. This paper concludes and recommends that for sustained English language development, policies underpinning teaching and learning need to be re-defined as all subjects offered rely on efficient attainment of the language component, thereby leading to improved learner throughput rate.
- Full Text:
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