Foundation Phase male student-teachers’ experiences during Teaching Practice: Implications for Initial Teacher Training
| dc.contributor.advisor | Duku,N S | en |
| dc.contributor.advisor | Surname, Firstnames | en |
| dc.contributor.author | Makeleni, Sive | en |
| dc.date.accessioned | 2026-08-14T01:45:15Z | |
| dc.date.available | 2026-08-14T01:45:15Z | |
| dc.date.issued | 2016 | en |
| dc.description.abstract | The aim of this study was to explore experiences of Foundation Phase male studentteachers 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. The study found that despite South Africa being a democratic country Foundation Phase is still viewed as a female space. Findings reveal that male student-teachers feel that in a democratic country, gender equality should be exercised. The study revealed that teaching profession is undermined. As much as participants reported about insecurities, they also reported about the benefits of being a male studentteacher in Foundation Phase specialisation. One of the benefits reported is knowledge and understanding of child development theories. The participants reported that during TP, they were seen as role-models, as father figures and resources. The research recommends that Initial Teacher Education Programme should do more in preparing male student-teachers venturing in Foundation Phase. The research also suggests that all stakeholders involved in education should have a programme focusing on developing teaching profession to be a prestigious profession. The government and all education stakeholders should also focus on gender equality within FP specialisation, both in Initial Teacher Education institutions and in schools. | en |
| dc.format | 129leaves | en |
| dc.format | en | |
| dc.identifier.citation | Makeleni, Sive. 2016 | en |
| dc.identifier.other | vital:29095 | en |
| dc.identifier.other | http://hdl.handle.net/10353/5171 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4792 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | Student teaching -- South Africa Teachers -- Training of -- South Africa Teaching -- South Africa | en |
| dc.subject | Folk music -- Zimbabwe | en |
| dc.subject | Student teaching -- South Africa | en |
| dc.subject | Teachers -- Training of -- South Africa | en |
| dc.subject | Teaching -- South Africa | en |
| dc.title | Foundation Phase male student-teachers’ experiences during Teaching Practice: Implications for Initial Teacher Training | en |
| dc.title.alternative | Foundation Phase male student-teachers’ experiences during Teaching Practice: Implications for Initial Teacher Training | en |
| dc.type | Thesis | en |
| dc.type | Masters | en |
| dc.type | Degree | en |