Challenges of pre-service teachers' classroom participation in a rurally located university in South Africa
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Date
2022
Authors
Adebola, Oyinlola Omolara
Tsotetsi, Cias T.
Journal Title
Journal ISSN
Volume Title
Publisher
Richtmann Publishing
Abstract
Despite the enriched curriculum and pedagogical practices that expose everyone enrolled to be trained as professional teachers to teaching skills, the number of incompetent teachers produced by many higher learning institutions is still increasing. There is an outcry from the general public in South Africa. In order to gain insight into this concern, this study examined the challenges of pre-service teachers’ classroom participation in a rurally located university in South Africa. A qualitative research design of a case study approach was employed to collect data from ten years 3 and 4 pre-service teachers and five lecturers. A semi-structured and focus group discussion (FGD) was organised to collect data on a thematic analysis. The findings revealed that lack of preparation from both lecturer and student, the use of teacher-centred approach, difficulty in understanding English language, teaching workload, large classes, student background and tribalism are major challenges limiting pre-service teachers’ classroom participation in a rurally located university in South Africa. Pertinent recommendations were made, including student-centred and collaborative teaching and learning approaches that could encourage students to participate actively in classroom activities. This would also catalyse the pre-service teachers' involvement in the teaching and learning process.
Description
Keywords
Pre-service teachers, Rurally located university, Classroom participation
Citation
Adebola, O. O., & Tsotetsi, C. T. (2022). Challenges of pre-service teachers' classroom participation in a rurally located university in South Africa. Journal of Educational and Social Research, 12(5), 210-2021. https://doi.org/10.36941/jesr-2022-0135