About this paper

Appears in:
Pages: 6274-6282
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0348

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain

THE VIEWS OF STUDENT TEACHERS ON THE DEVELOPMENT OF THEIR TEACHER IDENTITIES

Existing literature distinctly indicate that poorly monitored teaching practice will hinder the development of teacher identities among students in undergraduate teacher training programmes. Conventional teaching practice will seemingly allow for some interaction between students and their mentor teachers, as well as between student teachers and their mentor lecturers. However, constructive engagement between student teachers during teaching practice is less prominent and programme managers seldom create sufficient opportunities for student teachers to share ideas, identify shortcomings and strengthen their own teaching strategies in a community of practice.

In this paper we report on a study where student teachers’ views were investigated in terms of the characteristics and roles of effective teachers. We followed a Participatory Reflection and Action (PRA) approach, involving approximately 800 final-year student teachers as participants. All participants were involved in a six-month teaching practice period at the time of the study.

For the purpose of data generation, participants (student teachers) were involved in a 3-hour on-campus workshop one month into the teaching practice period. They discussed the following characteristics of effective teachers in small groups of around ten:
(a) the subject knowledge of teachers,
(b) the caring expertize of teachers,
(c) the teaching skills of teachers,
(d) professionalism,
(e) curriculum specialisation,
(f) teachers as ICT users,
(g) and teachers as assessors and evaluators.

These roles blend closely with universal standards linked to undergraduate teacher training programs. Next, participants completed a second data generation PRA-based activity, focusing on the people and/or institutions who had contributed to the development of their identities as teachers. Finally, they had to identify areas for further development they could work on.

Preliminary results pertaining to the first two activities indicate that student teachers from different subject and phase specialisations all indicated that strategies such as question-and-answer techniques; role play and play as strategies; the use of computers, media and models; direct teaching and demonstrations; cooperative learning and group work; inquiry-based teaching; as well as problem-based learning, posed various challenges to them during teaching practice, irrespective of the fact that methodology lecturers dealt with the content of these strategies as part of their formal tuition. Students often found themselves poorly equipped to deal with these challenges. They highlighted the importance of mentor lecturers, mentor teachers, peers, parents, the university and the department of education in not only supporting them when experiencing challenges, but also in informing their professional development as teachers.
@InProceedings{FRASER2016VIE,
author = {Fraser, W. and Ferreira, R. and Abrie, M. and van Heerden, J. and Botha, M. and Bosman, L. and de Jager, L. and van Putten, S. and Kazeni, M. and Coetzee, S.},
title = {THE VIEWS OF STUDENT TEACHERS ON THE DEVELOPMENT OF THEIR TEACHER IDENTITIES},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.0348},
url = {http://dx.doi.org/10.21125/edulearn.2016.0348},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {6274-6282}}
TY - CONF
AU - W. Fraser AU - R. Ferreira AU - M. Abrie AU - J. van Heerden AU - M. Botha AU - L. Bosman AU - L. de Jager AU - S. van Putten AU - M. Kazeni AU - S. Coetzee
TI - THE VIEWS OF STUDENT TEACHERS ON THE DEVELOPMENT OF THEIR TEACHER IDENTITIES
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.0348
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 6274
EP - 6282
ER -
W. Fraser, R. Ferreira, M. Abrie, J. van Heerden, M. Botha, L. Bosman, L. de Jager, S. van Putten, M. Kazeni, S. Coetzee (2016) THE VIEWS OF STUDENT TEACHERS ON THE DEVELOPMENT OF THEIR TEACHER IDENTITIES, EDULEARN16 Proceedings, pp. 6274-6282.
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