Abstract
Teacher education programmes, both internationally and locally, is often criticised for not ensuring what is learnt in coursework is relevant or up to date with what is taking place at schools. The lack of coherence between coursework and fieldwork has resulted in newly graduated teachers not being adequately prepared for 21st-century classrooms. In addressing this gap, intentional and purposeful partnerships between universities and schools to provide meaningful learning experiences are needed. In response, the Faculty of Education at the University of Johannesburg (UJ) has extended its current model of a teaching school, Funda Ujabule School (FUJS) to provide wider access, and contribute to quality pre-service teacher development in selected well-functional schools. Here, students learn to become teachers in a full-time undergraduate online programme while being placed full-time at a school.
The study explores the experiences of first-year school-based student teachers (SBST) while studying in a full-time undergraduate online programme. Using an interpretive qualitative research design, data was collected using focus group interviews from the 2021 and 2022 first-year cohorts. Engeström’s (2001) third-generation cultural-historical activity theory (CHAT) was suitable as a theoretical framework as it involved SBST’s learnings in two different systems, namely the school and the university. Therefore, conflict is inherent, and expansive learning is possible when ideas are exchanged, resulting in new possibilities for action.
Using the constant comparative method and the thematic analysis approach to analyse the data, three main findings were generated. The first confirmed that SBSTs struggled to meet the school's and programme's academic demands. One of the main reasons emanating from the data was their busy full-day schedules at school, which left them little time to focus on engaging with coursework. The second theme revealed that SBSTs, by virtue of their status, experienced difficulties with their transition to and enculturation into university, thus resulting in them feeling excluded from the programme. The final theme addressed the varied levels of support from different role-players in the programme and at school, making learning more meaningful for the SBSTs. Role-players such as tutors, lecturers, mentor teachers and peers made it possible for SBSTs to meet the demands of the UJ FP online programme. The tensions and contradictions which unfolded as the university and school activity
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systems met, also resulted in expanded learning opportunities when their learnings in coursework and in the classrooms aligned.
Although universities have been accused of being too theoretical, the findings from this study point to SBSTs prefacing school practice at the expense of coursework. It is crucial to address these contradictions by creating a collective space where boundaries are suspended, through communication and dialogue. From this perspective, contradictions can be seen as sources of change and innovation, when a shared vision and commitment through collaboration at each level is achieved.