Abstract
Ph.D.
Internationally teacher education is being criticised for being too theoretical. Universities need to find methods to bridge this theory–practice divide by providing more opportunities for student teachers to experience teaching in a supportive environment.
Research conducted in South Africa indicates that a lot of student teachers that are sent to schools during their work-integrated learning (WIL), are not afforded effective learning opportunities to develop professionally. Some teachers are unwilling to provide mentoring while others see them as a burden. Another problem is that some teachers give them unrealistically high marks for their lessons. Student teachers also start their journey with a teaching philosophy based on years of observing their own teachers which, in the South African context, is mostly based on the ostensive approach to teaching as opposed to a constructivist approach required by the policy documents.
This generic qualitative study follows an intervention programme at the University of Johannesburg that aimed to address these challenges in teacher education programmes. This intervention programme is a unique hybrid of the teaching school model. Learners attended the Life Sciences school at the university’s campus and were taught by student teachers. The learners attending this school were selected by writing entrance examinations and were very committed to their studies.
The Japanese lesson study method was followed and student teachers were divided into groups of four or five. They had to plan their lesson together and then present it to their mentor before the lesson. After the mentor gave input and feedback to them, they were allowed to present the lesson. The lessons were observed by teacher educators from the Faculty of Education’s sciences and technology education department as well as appointed mentors. After the lesson the student teachers had a reflection session with their mentor. During these sessions student teachers were awarded the opportunity to confront their challenges with the assistance of a more knowledgeable other. They were able to use the theory that they have been taught to find solutions for the problems they encountered. Afterwards the student teachers...