Preparing student teachers for teaching in rural schools using work integrated learning
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Date
2018
Authors
Dlamini, Moeketsi Elias
Journal Title
Journal ISSN
Volume Title
Publisher
The Independent Institute of Education (Pty) Ltd.
Abstract
This paper focuses on the preparation of student teachers for teaching in rural schools using Work
Integrated Learning (WIL). Generally, teachers are not prepared to teach in rural schools and those that
are currently working there want to leave. Amongst other recruitment strategies for rural teaching, South
Africa uses the Funza Lushaka bursary scheme for student teachers to work in rural schools after obtaining
qualifications, and a rural school allowance for teachers already working there. This paper reports on
the findings of 10 student teachers placed in two rural schools for WIL, two rural school teachers, the
Teaching Practice (TP) officer and the Subject Advisor for rural schools. Participatory Action Research
(PAR) was used as a methodology to allow participants to be co-researchers in generating data. Meeting
discussions were conducted to get experience of rural teaching and data were analysed and interpreted
through the use of Critical Discourse Analysis (CDA). The findings are that many teachers are not trained
for rural teaching during their study, and that there is no collaboration between the rural schools and
Teacher Education Institution (TEI). The paper recommends collaboration between TEIs and rural schools
and collaboration between the Department of Higher Education and the Department of Basic Education
for teacher training programmes.
Description
Keywords
Work Integrated Learning (WIL), Teacher Education Institution (TEI), Student teachers, Rural school
Citation
Dlamini, M. E. (2018). Preparing student teachers for teaching in rural schools using work integrated learning. The Independent Journal of Teaching and Learning, 13(1), 86-96.