Reducing practice-shock: First-year student teachers’ experiences of a campus-based teaching practice model
Most initial teacher education programmes include a compulsory teaching practice module, and there are various models that could be used for first year students’ teaching practice. In South Africa, the Minimum Requirements for Teachers Education Qualification document provides guidelines for teaching practice in initial teacher education programmes, but it does not include specific implementation guidelines. To address this gap, a teaching practice model to prepare and support first year students was implemented at a South African university. The aim of this article is to explore first year students’ experiences of this model. A mixed methods research design was used to address this aim. Findings demonstrated that 89% of participants stated that they had benefitted from this model, as it provided them with a critical insight into what it means to be a teacher. The results of this research could benefit teacher educators and initial teacher education institutions in other contexts.
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