Resumo

ERASMUS, Suné; BOTHA, Carolina  e  MARAIS, Elma. An Inter-Dependability of Systems: The Need for Holistic Support for Pre-Service Teachers During Teaching Practice. Educ. res. soc. change [online]. 2025, vol.14, n.1, pp.173-196. ISSN 2221-4070.  https://doi.org/10.5281/zenodo.15312239.

Teaching practice is a crucial part of teacher training programmes that offer pre-service teachers the opportunity to apply knowledge and skills in real-life teaching environments. This microcosm of the reality of teaching as a profession highlights significant correlations between the needs of pre-service teachers during these times and the various systems and role players that these teachers encounter. Research shows that many pre-service teachers experience various challenges during these times that shape their perception of the profession, potentially leading to early career exits. This article explores the inter-dependability of the various systems in the teaching practice sphere. The inter-dependability of these different systems in navigating challenges such as the theory-practice gap, as well as the belief-practice gap, contributes to the perceptions of a sample of pre-service teachers regarding their needs for holistic support during and after teaching practice. Participatory action learning and action research was used as a methodology and approach to, through photovoice and a future creating workshop, collaboratively explore challenges and needs and suggest collaborative strategies to improve holistic support within the systems during and after teaching practice. Findings reveal predominantly negative perceptions of support from various role players within the teaching practice system and highlight the importance of structured support from role players such as mentor teachers, teacher educators, host schools, and higher education institutions. Recommendations include practical strategies for pre-service teachers themselves, as well as the aforementioned role players in the teaching practice system, to ensure holistic and sustainable support during and after-school-based placements.

Palavras-chave : teaching practice; holistic support; mentor teachers; pre-service teachers; PALAR.

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