Work Integrated Learning Online Enrichment Intervention Programme for Student Teachers

Autor/in	Mabalane, Valencia Tshinompheni
Titel	Work Integrated Learning Online Enrichment Intervention Programme for Student Teachers
Quelle	In: International Journal of Higher Education, 11 (2022) 1, S.59-70 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Work Experience Programs; Student Teaching; Intervention; Pedagogical Content Knowledge; Foreign Countries; Enrichment Activities; Electronic Learning; Student Teachers; Self Esteem; Psychological Patterns; Readiness; COVID-19; Pandemics; Student Attitudes; Teaching Methods; Educational Improvement; South Africa + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Pädagogische Kompetenz; Ausland; Bereicherungsprogramm; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The study is based on research conducted on work-integrated learning (WIL), also known as teaching practice during the online enrichment and intervention programme for final-year student teachers at a tertiary institution in Johannesburg. This programme was conducted from 2016 and modified in 2020 to enhance and improve the History methodology student teachers' Pedagogic Knowledge and Pedagogic Content Knowledge (PCK), during the Corona virus pandemic using different online tools. Former students of the institution who are now teachers, school learners and a psychologist participated in the process of enhancing the student-teachers' WIL. The purpose of the study was to explore the effectiveness of the online enrichment intervention programme in providing History student teachers with necessary teaching skills and to ensure readiness for WIL during the COVID-19 period. The main research question was: "To what extent can the online enrichment intervention programmes for student-teachers improve and enhance teaching practice before and during WIL in the context of COVID-19?" Qualitative research methods of observation, interviews and document analysis were used with a sample of 90 Post-Graduate Certificate in Education (PGCE) and 4th year Bachelor of Education (BEd) students. The findings indicated that the online enrichment intervention programme improved student-teachers' confidence, emotional readiness before and during WIL and the unfavourable circumstances in their classrooms. Student-teachers reported better understanding of the need for proactive planning for any circumstance or situation. Despite the constraints imposed by the pandemic, they observed changes in their conceptualisation of teaching, improvement in their interaction with learners, in classroom management, in their ability to implement different teaching strategies, resources and assessment tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01