Abstract:

Work-integrated learning plays a critical role in preparing education students for the role of being competent, dynamic and knowledgeable teachers. To achieve this, higher education institutions structure their initial teacher education programmes in line with the various roles and competencies expected from pre-service teachers once they become qualified teachers. According to the Minimum Requirements for Qualification in Teacher Education (MRTEQ) framework, the kinds of teacher knowledge domains include disciplinary, pedagogical, practical, fundamental and situational knowledge. Additionally, these teachers are expected to demonstrate an understanding of individual learner needs and diversity in its different forms in the classroom. Work-integrated learning (teaching practice) provides an opportunity for pre-service teachers to develop in-depth subject knowledge and practical skills. During teaching practice, they are often placed in schools to undergo training under the supervision and mentorship of experienced and knowledgeable in-service teachers. Although much is known about the role of mentors in the professional learning of teachers, there remains a need to understand how school environments impact professional learning of pre-service teachers during work-integrated learning. While some rural schools are well-resourced and easily accessible, others are in remote areas with a lack of educational resources and learning facilities. These different school environments present unique challenges and opportunities that require pre-service teachers to take charge of their professional learning. As a result, the study investigates the impact of school environments on self-directed professional learning among pre-service teachers in rural settings. In this regard, the study employed an exploratory research design, utilizing a Google Form to collect data from pre-service teachers. A link to the form was distributed to 67 final-year pre-service teachers undergoing teaching practice across rural schools in South Africa, all affiliated with the same institution. Thematic analysis was utilised to come up with different themes. The results indicate that schools’ accessibility, hospitable school environment, availability of mentors and educational resources, inadequate resources foster self-directed learning among pre-service teachers in rural settings. The study concludes that school environments play a critical role in fostering self-directed professional learning among pre-service teachers.

Keywords:

Preservice teachers, rural schools, school environment, self-directed learning, work-integrated learning.