Learning to become a teacher: student teachers’ experiences and perceptions of a one-year initial teacher education programme

Abstract

ABSTRACT The study’s research question was how a one-year initial teacher education (ITE) programme could equip prospective teachers for present needs and local challenges and the demands of a fast-changing world. To this end the study explored the perceptions and experiences of student teachers who were enrolled in an ITE programme for secondary school education at a metropolitan university in South Africa. Data were generated via focus-group interviews, reflective journals, individual interviews, and questionnaires. The findings are that the student teachers developed beginner knowledge for practice, grasped the significance of reflective practice, developed a basic understanding of the complexities of teaching, and felt ill-equipped to employ a basic repertoire of pedagogical skills/tools. The implications of the study propose that a one-year ITE programme would benefit from having a sharp focus. Supporting pre-service teachers towards developing adaptive expertise in relation to becoming “learning specialists” is proposed as an organising framework for a one-year teacher preparation programme.