Work Integrated Learning Online Enrichment Intervention Programme for Student Teachers

Valencia Tshinompheni Mabalane

doi:10.5430/ijhe.v11n1p59

Valencia Tshinompheni Mabalane

Open Access

https://doi.org/10.5430/ijhe.v11n1p59

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Abstract

The study is based on research conducted on work-integrated learning (WIL), also known as teaching practice during the online enrichment and intervention programme for final-year student teachers at a tertiary institution in Johannesburg. This programme was conducted from 2016 and modified in 2020 to enhance and improve the History methodology student teachers’ Pedagogic Knowledge and Pedagogic Content Knowledge (PCK), during the Corona virus pandemic using different online tools. Former students of the institution who are now teachers, school learners and a psychologist participated in the process of enhancing the student-teachers’ WIL. The purpose of the study was to explore the effectiveness of the online enrichment intervention programme in providing History student teachers with necessary teaching skills and to ensure readiness for WIL during the Covid -19 period. The main research question was: “To what extent can the online enrichment intervention programmes for student-teachers improve and enhance teaching practice before and during WIL in the context of covid-19?” Qualitative research methods of observation, interviews and document analysis were used with a sample of 90 Post-Graduate Certificate in Education (PGCE) and 4th year Bachelor of Education (BEd) students. The findings indicated that the online enrichment intervention programme improved student-teachers’ confidence, emotional readiness before and during WIL and the unfavourable circumstances in their classrooms. Student-teachers reported better understanding of the need for proactive planning for any circumstance or situation. Despite the constraints imposed by the pandemic, they observed changes in their conceptualisation of teaching, improvement in their interaction with learners, in classroom management, in their ability to implement different teaching strategies, resources and assessment tasks.

Highlights

The year 2020 became a different and difficult year for everyone in South Africa and the world
The findings revealed that the lectures, micro-lessons and theory are key to the preparation of the student teachers for teaching practice
This study explored the impact of the enrichment programme through Mezirow‟s transformative learning theory using the three meaning perspectives: psychological personal code, the sociolinguistic/sociocultural code and the epistemological code

Summary

Introduction

The year 2020 became a different and difficult year for everyone in South Africa and the world. The unprecedented Corona virus/Covid-19 pandemic which began in 2020, affected everything; health, the economy, education, politics and social interaction (Dennis, 2020). All sectors were disrupted and succumbed to the demands of the pandemic and had to reimagine their operations. According to Dennis (2020) central to disruption, chaos and the unprecedented pandemic was a need for adjustment and remodelling of all sectors in terms of thinking and planning to align with the demands of the pandemic. Black, Spreen, and Vally (2020) maintain that the advent of the Corona virus pandemic in South Africa illuminated inequalities in schooling and unearthed the problematic role of schools as the focus of social reproduction. Teacher education was not spared (Cochran-Smith & Villegas, 2015; Lund & Eriksen, 2016)

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