Foundation phase male student-teacher’s experiences during teaching practice: implications for initial teacher training

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dc.contributor.advisorDuku, N Sen
dc.contributor.advisorSurname, Firstnamesen
dc.contributor.authorMakeleni, Siveen
dc.date.accessioned2026-08-14T01:45:02Z
dc.date.available2026-08-14T01:45:02Z
dc.date.issued2016en
dc.description.abstractThe 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.en
dc.format129 leavesen
dc.formatpdfen
dc.identifier.citationMakeleni, Sive. 2016en
dc.identifier.othervital:28519en
dc.identifier.otherhttp://hdl.handle.net/10353/4780en
dc.identifier.urihttp://hdl.handle.net/20.500.11837/4775
dc.language.isoEnglishen
dc.publisherUniversity of Fort Hareen
dc.publisherFaculty of Educationen
dc.rightsUniversity of Fort Hareen
dc.subjectStudent teaching -- South Africa Teachers -- Training of -- South Africa Teaching -- South Africaen
dc.subjectFolk music -- Zimbabween
dc.subjectStudent teaching -- South Africaen
dc.subjectTeachers -- Training of -- South Africaen
dc.subjectTeaching --South Africaen
dc.subjectTeaching -- South Africaen
dc.titleFoundation phase male student-teacher’s experiences during teaching practice: implications for initial teacher trainingen
dc.title.alternativeFoundation phase male student-teacher’s experiences during teaching practice: implications for initial teacher trainingen
dc.typeThesisen
dc.typeMastersen
dc.typeDegreeen

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