| EXPLORING PRE-SERVICE TEACHERS' SCHOOL-BASED PRACTICUM EXPERIENCES IN GRADE R: INSIGHTS FROM THE SOUTH AFRICAN EDUCATIONAL LANDSCAPE |
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Welile N. Msimango, E.C.A. Kok, S.C.B. Xulu, Oluwatoyin Ayodele Ajani[1] Abstract The South African education system under apartheid was regarded as a tool of segregation. However, the transition to a democratic state brought significant reforms to education, focusing on providing quality education and ensuring that young learners are taught by qualified, well-trained teachers. Integrating qualified teachers into Reception Year classrooms represents a key shift in the education landscape. This qualitative study explores the experiences of Level 3 and 4 Bachelor of Education in Foundation Phase student teachers during their school-based practice in Reception Year classrooms, alongside insights from university lecturers who evaluated them during school visits. Grounded in the experiential learning framework, the study aims to capture the reflections of teacher educators on the student teachers' experiences in Grade R. A qualitative interpretive research design was used, with data collected through two open-ended questions posed to student teachers. Content analysis was applied to interpret their responses. The findings indicate that student teachers had positive experiences in Reception Year classrooms. However, university lecturers reported that the lessons delivered were often teacher-centred, lacking elements of play or inquiry-based methods. Additionally, lecturers raised concerns that the Foundation Phase teacher education program does not adequately prepare student teachers for Reception Year teaching due to time constraints and limited physical space for practical activities. In response to these findings, the study recommends reconsidering the inclusion of Reception Year training in the B.Ed. Foundation Phase program, as time limitations hinder the full development of necessary skills. It further suggests creating an assessment tool to evaluate the planning and presentation skills of Grade R student teachers while the program undergoes review. Keywords: teacher education, experiential learning, school-based teaching practice, Grade R, student teachers, university lecturers, teacher-centred instruction [1] Msimango, WN; Kok, ECA; Xulu SCB; Ajani, O.A., Faculty of Education, University of Zululand, KwaDlangezwa. Contact email address: This e-mail address is being protected from spambots. You need JavaScript enabled to view it Cite this article: |
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