Abstract
The effects of overcrowded classrooms are far-reaching for teachers and learners. Many parents base their decision on whether to send their child to a particular school on the prospective number of learners in the child’s classroom (Mustafa, Mahmoud, Assaf, Al-Hamadi & Abdulhamid, 2014:178). All teacher training institutions ought to ascertain whether they offer appropriate teacher training programmes that will enable student teachers to deal with the numerous demands associated with the teaching profession, among others, teaching in overcrowded classrooms. The aim of the research reflected in this article was to explore student teachers’ challenges when teaching in overcrowded classrooms. An exploratory research design and qualitative research approach was chosen as the appropriate methodology for this project. Data was collected by means of a non-compulsory written assignment set out in student teachers’ teaching practice workbooks. The theoretical frameworks used constructivist learning theory and socio-constructivist learning theory. The research revealed that numerous problems were experienced by student teachers, who were teaching in overcrowded classrooms. Guiding principles regarding support from lecturers, significant observation and the responsible engagement of mentor teachers are suggested. Keywords: Internships; Large classes; Mentor teachers; Overcrowded classrooms; Practicum; Pre-service teaching; Student teachers
Highlights
The maximum recommended learner-educator ratio for South African primary schools is 40:1 and for secondary schools 35:1 (Motshekga, 2012)
When reaching saturation of the data, the findings were organised into two themes, namely: (1) influence of overcrowded classrooms on managing discipline; and (2) influence of overcrowded classrooms on academic achievement
The responses of the participants who were in the real to life situation of an overcrowded class show that, during their training, student teachers need to be mentored, supported and helped in order for them to construct and develop the necessary knowledge and skills that might enable them to give a measure of individual support and proper assessment in overcrowded classrooms
Summary
The maximum recommended learner-educator ratio for South African primary schools is 40:1 and for secondary schools 35:1 (Motshekga, 2012). There are schools in South Africa that have far more learners in one classroom In these schools with overcrowded classrooms, student teachers have to complete their teaching practice as required by training institutions. When it comes to education, and when it comes to class size, more is the exact opposite of better (KEZI 9 News, 2012). My personal investigations and observations when I visited and assessed student teachers undertaking their teaching practice at schools, convinced me that the challenge of overcrowded classrooms and the management thereof is still largely unaddressed in South African schools and teacher training institutions. Thabo Sematie, provincial secretary of the South African Democratic Teachers Union, has reported that more than 15 schools in North West Province are overcrowded (SABC, 2013)
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