SciELO - Scientific Electronic Library Online

 
vol.32 issue3"They should know where they stand": attitudes to HIV Voluntary Counselling and testing amongst a group of out-of-school youthCreative thinking in prospective teachers: the status quo and the impact of contextual factors author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Article

Indicators

Related links

  • On index processCited by Google
  • On index processSimilars in Google

Share


South African Journal of Education

On-line version ISSN 2076-3433
Print version ISSN 0256-0100

Abstract

SCHOEMAN, S  and  MABUNDA, P L. Teaching practice and the personal and socio-professional development of prospective teachers. S. Afr. j. educ. [online]. 2012, vol.32, n.3, pp.240-254. ISSN 2076-3433.

This study investigates the interplay between individual and contextual variables during teaching practice and its impact on the personal and socio-professional development of prospective teachers. The purpose of the study was to survey how prospective teachers experienced the process of becoming aware of their emerging identities as teachers, and to demonstrate how the unique, individual student teachers' teaching and socio-professional identities are cultivated in the learning-to-teach process. A non-experimental survey research design involving quantitative data was used. A questionnaire, adapted from Caires and Almeida's Inventory of Experiences and Perceptions at Teaching Practice (IEPTP), was used to collect the data. The data were assessed through statistical analysis, using mean ranking scores. Higher levels of success were observed with regard to the professional and institutional socialisation, learning and professional development, and vocational sub-scales. Lower levels of success were found in the support and supervision and socio-emotional sub-scales. Ralph's contextual supervision model and exploration of feelings and emotions are put forward as measures to scaffold, respectively, the supervision and socio-emotional dimensions of becoming a teacher.

Keywords : contextual supervision model; dimensions of becoming a teacher; initial teacher education; learning to teach; personal and socio-professional development; student teachers; teaching practice.

        · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License