Dube, B.Tsotetsi, C. T.Dlamini, Moeketsi Elias2022-09-132022-09-132020-11http://hdl.handle.net/11660/11899Teacher education institutions in South Africa developed assessment instruments for work-integrated learning in 2015 to meet the requirements of the initial teacher education and the policy of the minimum requirements of teacher qualifications. The aim of this study was to prepare assessment of WIL using transformative learning theory (TLT) by including the voices of student teachers. The problem in the study was that the voices of the student teachers are not included in the assessment of WIL. The study adopted TLT as the theoretical framework with participatory action research (PAR) methodology to empower and engage participants in the research study. Participants in the study were the teaching practice officer from the university, a lecturer responsible for the teaching practice module at the university, five schoolteachers who were mentors to student teachers, and ten student teachers who were at a secondary school for a WIL programme. Six meetings were held during the study to generate data following the cyclical and spiral process of PAR. The data that were generated were analysed and conceived through critical discourse analysis (CDA), which made it possible for data to be conceived at textual, discursive and social levels. The findings of the study show the need to include the voices of student teachers in the process of assessment of WIL and proposed a strategy for assessment of WIL that accommodate the students to have their voices.enThesis (Ph.D. (Higher Education Studies))--University of the Free State, 2020AssessmentTransformative learning theoryWork-integrated learning (WIL)Student teachersTransformative learning -- Education (Higher)ThesisUniversity of the Free State