A comparative study of knowledge, beliefs, and opportunities to learn afforded to physical science B.Ed students

  • David Letloenyane University of the Free State
  • Loyiso Jita University of the Free State
Keywords: teacher preparation programmes, opportunities-to-learn, teacher knowledge, teacher beliefs, physical science B.Ed students

Abstract

Large-scale studies show country and institutional differences in the preparation of pre-service teachers. Subsequently, there is growing interest in the determination of the opportunities-to-learn afforded to pre-service teachers at various universities and the effects thereof in South Africa and elsewhere. There are however few studies that provide a contextually nuanced view of the effects of teacher education on pre-service teachers. This study therefore compares opportunities-to-learn afforded to pre-service teachers and their levels of competence i.e. knowledge and beliefs at four universities in South Africa. Quantitative analysis reveals that some universities afforded pre-service teachers more opportunities-to-learn in agreement with the nature of the universities. Furthermore, some opportunities-to-learn afforded to pre-service teachers are related to beliefs measures but they are not related to knowledge measures. The findings suggest while the pre-service teachers seem to be afforded sufficient opportunities-to-learn at some universities, this does not readily translate into higher levels of competence.

Author Biographies

David Letloenyane, University of the Free State

School of Education Studies, Lecturer

Loyiso Jita, University of the Free State

Sanral Chair in Mathematics, Science and Technology Education

Published
2021-12-08
Section
Research Articles