Abstract:

Work Integrated Learning, often referred to as Teaching Practice, remains a critical bridge between theory and the classroom reality in teacher education, particularly in practical-based subjects such as Technology Education. In many South African schools, preservice teachers face significant challenges between university preparation and the demands of teaching Technology Education. These challenges include limited resources, teaching for diverse learning needs, and disruptive classroom management. This paper thus explores the lived experiences of preservice Technology teachers during their 6-week-long teaching practice at South African schools. Data were collected through written reflective responses from 100 preservice Technology teachers at the conclusion of their teaching practice.

Participants responded to five open-ended questions focusing on:
(1) the highlights of their teaching practice;
(2) their sense of preparedness for teaching Technology Education;
(3) challenges encountered;
(4) strategies used to overcome these challenges (or reasons for not overcoming them); and finally,
(5) recommendations for improving the Technology teacher training module.

This paper employs a qualitative approach using inductive thematic analysis to identify patterns in preservice teachers’ reflections. The analysis will examine positive experiences that shaped their professional identity, perceived challenges in university preparation, and actionable suggestions for Technology Education curriculum enhancement. Preliminary findings on preservice teachers highlights indicate that teaching practice offered an opportunity to translate theory into practice through hands-on engagement, as well as the development of classroom management skills and pedagogical confidence. In addition, preservice teachers indicated a mixed sense of preparedness for teaching Technology. However, key challenges aligned with the literature which indicate limited resources, insufficient practical skills, time constraints, and inconsistencies in teacher training and schooling contexts. To address these challenges, preservice teachers employed adaptive strategies that included improvisation, peer collaboration, and reliance on senior teachers for support. This research is deemed significant as it amplifies preservice teacher voices in shaping teacher education programmes. In addition, it provides context-specific insights into preparing educators for Technology subjects in Global South settings, where resource limitations and diverse learner needs add complexity to teaching practice experiences. Finally, it is anticipated that the findings will contribute to discussions on reflective practices, theory-practice preparation and integration, and the development of 21st-century skills in teacher training programmes.

Keywords:

Higher education institutions, Preservice teachers, Teaching Practice, Technology Education.