Foundation phase male student-teacher’s experiences during teaching practice: implications for initial teacher training
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Date
2016
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Fort Hare
Faculty of Education
Faculty of Education
Abstract
The aim of this study was to explore experiences of Foundation Phase male student teachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm.
Description
Keywords
Student teaching -- South Africa Teachers -- Training of -- South Africa Teaching -- South Africa, Folk music -- Zimbabwe, Student teaching -- South Africa, Teachers -- Training of -- South Africa, Teaching --South Africa, Teaching -- South Africa
Citation
Makeleni, Sive. 2016