The probable causes for the espoused inadequacies in science student teachers’ practice teaching in schools at the National University of Lesotho
Abstract
The observed and reported pervasive inadequacy with both pre-service and in-service teachers in classroom teaching still abounds despite the various efforts made in many countries to improve teacher education and teacher preparation programs. This study has been conducted in Lesotho, a small mountainous landlocked country in the Republic of South Africa with a population of about 2 million. In Lesotho there are currently only two teacher training institutions, the National University of Lesotho and the Lesotho College of Education. The purpose of this study was to explore where the shortfall might lie in the pre-service teacher training that led to science student teachers’ reported inadequacies in classroom teaching. The data were collected through the semi-structured interviews of the directly involved people comprising 20 student teachers 20 teaching practice tutors, 2 teacher educators and 2 regular practicing teachers. The Data from the interviews were complemented with the analysis of the documents using template analysis strategy and constant comparison method. The main findings of the study revealed that the courses and the procedures for teacher preparation embraced the development of the pre-service teachers’ professional knowledge and qualities. However, the major constraints for attainment of the aspired teacher product were time and procedures. It was hoped that the context in which it was conducted would inform and influence policy and practice in education at various levels, extending into the general field of research.
References
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Ball, D. L., & Forzani, M. F. (2009). The work of teaching and the challenge of teacher education. Journal of Teacher Education, 60(5), 497-511.
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: what makes it special? Journal of Teacher Education, 59(5), 389-407.
Ben-Peretz, M., & Rumney, S. (1991). Professional thinking in guided practice. Teaching and Teacher Education, 7(6), 517-530.
Ben-Peretz, M. (2011). Teacher knowledge: what is it? How do we uncover it? What are its implications for schooling? Teaching and Teacher Education, 27(1), 3-9.
Berry, A., & Van Driel, J. H. (2012). Teaching about teaching science: aims, strategies, and backgrounds of science teacher educators. Journal of Teacher Education, 64(2), 117-128.
Brooks, J., & King, N. (2012). Qualitative psychology in the real world: the utility of 2012. London, UK.
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Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. London: Routledge.
Collier, S. T. (1999). Characteristics of reflective thought during the student teaching experience. Journal of Teacher Education, 50(3), 172-181.
Connelly, F. M., Clandinin, D. J., & He, M. F. (1997). Teachers’ personal practical knowledge on professional knowledge landscape. Teaching and Teacher Education, 13(7), 665-674.
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Lee, S., & Schallert, D. L. (2016). Becoming a teacher: coordinating past, present, and future selves with perspectival understandings about teaching. Teaching and Teacher Education, 56, 72-83.
Leavy A. M., & Hourigan, M. (2016). Using lesson study to support knowledge development in initial teacher education: insights from early number classrooms. Teaching and Teacher Education, 57, 161-175.
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Loughran, J., Mulhall, P., & Berry, A. (2008). Exploring pedagogical content knowledge in science teacher education. International Journal of Science Education, 30(10), 1301-1320.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds), Examining pedagogical content knowledge: The construct and its implications for science teaching (pp. 95-132). Boston: Kluwer.
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Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis. Bervely Hills, CA: Sage.
Miller, K., & Shifflet, R. (2016). How memories of school inform preservice teachers’ feared and desired selves as teachers. Teaching and Teacher Education, 53, 20-29.
Morine-Dershimer, G., & Kent, T. (1999). The complex nature and sources of teachers’ pedagogical knowledge. In J. Gess-Newsome & N. G. Lederman (Eds), Examining pedagogical content knowledge: the construct and its implications for science teaching (pp. 21-50) Boston: Kluwer.
Mouton, J. (2001). How to succeed in your Master’s & Doctoral studies. Pretoria: Van Schaik Publishers.
Mtika, P., Robson, D., & Fitzpatrick, R. (2014). Joint observation of student teaching and related tripartite dialogue during field experience: partner perspectives. Teaching and Teacher Education, 39, 66-76.
National University of Lesotho (2015). Faculty of Education Teaching Practice Handbook. Lesotho.
National University of Lesotho (2007). Faculty of Education Teaching Practice Report. Lesotho.
Niemi, H., & Jakku-Sihvonen, R. (2009). Teacher education curriculum of secondary school teachers. Revista de Educación, 350, 173-202.
Ozdemir, A. A., & Yildrim, G. (2012). The effect of teaching practice course on professional development of student teachers. Procedia Social and Behavioral Sciences, 89, 31-39.
Perrot, E. (1982) Effective teaching: a practical guide to improving your teaching. London & New York: Longman.
Pollard, A. (2002). Reflective teaching: effective and evidence-informed professional practice. London: Continuum.
Ravanis, K., Balias, S., Karalis, T., & Komis, V. (2010). La formation universitaire des enseignants du préscolaire et du primaire en Grèce: évolutions et perspectives. Revista de Formación e Innovación Educativa Universitaria, 3(1), 33-42.
Ravanis, K., Balias, S., Komis, V., & Karalis, T. (2011). Éléments de réflexion sur la formation des enseignants en Grèce : expériences du cadre universitaire et perspectives. Revista Educação Skepsis, 3(2), 2034-2053.
Sariçoban, A. (2010). Problems encountered by student-teachers during their practicum studies. Procedia Social and Behavioral Sciences, 2, 707-711.
Shulman, L. (1986). Those who understand: knowledge growth of teachers. Educational Researcher, 15(2), 4-14.
Shuls, J. V., & Ritter, G. W. (2013). Teacher preparation is not an either-or. Phi Delta Kappan, 94(7), 28-32.
Smith, T. W., & Strahan, D. (2004). Toward a prototype of expertise in teaching: a descriptive case study. Journal of Teacher Education, 55(4), 357-371.
UNESCO (2013). Investigating training needs of primary and secondary school teachers, heads and principals in Lesotho with respect to the teaching and learning of Mathematics, Science and Technology. GEMS Study, Lesotho.
Van Driel, J. H., & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26-28.
Van Driel, J., Verloop, N., & De Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35, 673-695.
Vellopoulou, A., & Ravanis, K. (2012). From the formal curriculum to the lesson planning: the didactic transposition kindergarten teachers’ carry out as they plan to teach dissolution. Skholê, 17, 71-76.
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61, 89-99.
Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: an introduction. Mahwah, NJ: Lawrence.
Allen, J. M., & Peach, D. (2007). Exploring connections between the in-field and on-campus components of a preservice teacher education program: a student perspective. Asia-Pacific Journal of Cooperative Education, 8(1), 23-36.
Allen, J. M., Ambrosetti, A., & Turner, D. (2013). How school and university supervising staff perceive the pre-service teacher education practicum: a comparative study. Australian Journal of Teacher Education, 38(4), 108-128.
Anthopoulou, V., & Ravanis, K. (2016). How do we see when the light is not “enough”? Mental representations of pre-service preschool teachers. International Education and Research Journal, 2(8), 30-32.
Aydin, S., & Boz, Y. D. (2012). Review of studies related to pedagogical content knowledge in the context of science teacher education: Turkish case. Education Sciences: Theory and Practice, 12(1), 497-505.
Ball, D. (2000). Bridging practices: intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51(3), 241-247.
Ball, D. L., & Forzani, M. F. (2009). The work of teaching and the challenge of teacher education. Journal of Teacher Education, 60(5), 497-511.
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: what makes it special? Journal of Teacher Education, 59(5), 389-407.
Ben-Peretz, M., & Rumney, S. (1991). Professional thinking in guided practice. Teaching and Teacher Education, 7(6), 517-530.
Ben-Peretz, M. (2011). Teacher knowledge: what is it? How do we uncover it? What are its implications for schooling? Teaching and Teacher Education, 27(1), 3-9.
Berry, A., & Van Driel, J. H. (2012). Teaching about teaching science: aims, strategies, and backgrounds of science teacher educators. Journal of Teacher Education, 64(2), 117-128.
Brooks, J., & King, N. (2012). Qualitative psychology in the real world: the utility of 2012. London, UK.
Caena, F. (2014). Initial teacher education in Europe: an overview of policy issues. Brussels: European Commission, Directorate General for Education and Culture School Policy/Erasmus.
Cochran-Smith, M., & Fries, K. (2005). The AERA panel on research and teacher education: context and goals. In M. Cochran-Smith & K. Zeichner (Eds), Studying teacher education: the report of the AERA panel on research and teacher education (pp. 37-68). Mahwah, NJ: Lawrence Erlbaum Press.
Cohen, J., & Grossman, P. (2016). Respecting complexity in measures of teaching: Keeping students and schools in focus. Teaching and Teacher Education, 55, 308-317.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. London: Routledge.
Collier, S. T. (1999). Characteristics of reflective thought during the student teaching experience. Journal of Teacher Education, 50(3), 172-181.
Connelly, F. M., Clandinin, D. J., & He, M. F. (1997). Teachers’ personal practical knowledge on professional knowledge landscape. Teaching and Teacher Education, 13(7), 665-674.
Creswell, J. W. (2015). Educational research: planning, conducting, and evaluating quantitative and qualitative research. New Jersey: Pearson Education Inc.
Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166-173.
Darling-Hammond, L. (Ed.) (2005). Preparing teachers for a changing world: what teachers should learn and be able to do. San Francisco: Jossey Bass Inc.
Göran, B. (2009). Multitasking and synchronous work: complexities in teacher work. Teaching and Teacher Education, 25, 430-436.
Government of Lesotho (2006). Training needs analysis for improvement of the teaching of English, Mathematics, Science and Sesotho in Lesotho’s secondary schools. Lesotho: Ministry of Education and Training.
Grossman, P. L. (1990). The making of a teacher. Teacher knowledge and teacher education. New York: Teachers College Press.
Gürsoy, E. (2013). Improving practicum for a better teacher training. Procedia Social and Behavioral Sciences, 93, 420-425.
Hollins, E. R. (2011). Teacher preparation for quality teaching. Journal of Teacher Education, 62(4), 395-407.
Kirk, D. (1986). Beyond the limits of theoretical discourse in teacher education: Towards a critical pedagogy. Teaching and Teacher Education, 2(2), 155-167.
Koliopoulos, D., & Ravanis, K. (2000). Réflexions méthodologiques sur la formation d’une culture concernant le concept d’énergie à travers l’éducation formelle. Revue de Recherches en Éducation: Spirale, 26, 73-86.
Korthagen, F., & Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11(1), 47-71.
Koster, B., Brekelmans, M., Korthagen, F., & Wubbels, T. (2016). Quality requirements for teacher educators. Teaching and Teacher Education, 21, 157-176.
Lee, S., & Schallert, D. L. (2016). Becoming a teacher: coordinating past, present, and future selves with perspectival understandings about teaching. Teaching and Teacher Education, 56, 72-83.
Leavy A. M., & Hourigan, M. (2016). Using lesson study to support knowledge development in initial teacher education: insights from early number classrooms. Teaching and Teacher Education, 57, 161-175.
Lewin, K. M. (2004). The pre-service training of teachers – Does it meet its objectives and how can it be improved? Background Paper for EFA Global Monitoring Report. UNESCO/2005/ED/EFA/MRT/PI/28.
Loughran, J., Mulhall, P., & Berry, A. (2008). Exploring pedagogical content knowledge in science teacher education. International Journal of Science Education, 30(10), 1301-1320.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds), Examining pedagogical content knowledge: The construct and its implications for science teaching (pp. 95-132). Boston: Kluwer.
Martin, S. D., & Dismuke, S. (2015). Teacher candidates' perceptions of their learning and engagement in a writing methods course. Teaching and Teacher Education, 46, 104-114.
Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis. Bervely Hills, CA: Sage.
Miller, K., & Shifflet, R. (2016). How memories of school inform preservice teachers’ feared and desired selves as teachers. Teaching and Teacher Education, 53, 20-29.
Morine-Dershimer, G., & Kent, T. (1999). The complex nature and sources of teachers’ pedagogical knowledge. In J. Gess-Newsome & N. G. Lederman (Eds), Examining pedagogical content knowledge: the construct and its implications for science teaching (pp. 21-50) Boston: Kluwer.
Mouton, J. (2001). How to succeed in your Master’s & Doctoral studies. Pretoria: Van Schaik Publishers.
Mtika, P., Robson, D., & Fitzpatrick, R. (2014). Joint observation of student teaching and related tripartite dialogue during field experience: partner perspectives. Teaching and Teacher Education, 39, 66-76.
National University of Lesotho (2015). Faculty of Education Teaching Practice Handbook. Lesotho.
National University of Lesotho (2007). Faculty of Education Teaching Practice Report. Lesotho.
Niemi, H., & Jakku-Sihvonen, R. (2009). Teacher education curriculum of secondary school teachers. Revista de Educación, 350, 173-202.
Ozdemir, A. A., & Yildrim, G. (2012). The effect of teaching practice course on professional development of student teachers. Procedia Social and Behavioral Sciences, 89, 31-39.
Perrot, E. (1982) Effective teaching: a practical guide to improving your teaching. London & New York: Longman.
Pollard, A. (2002). Reflective teaching: effective and evidence-informed professional practice. London: Continuum.
Ravanis, K., Balias, S., Karalis, T., & Komis, V. (2010). La formation universitaire des enseignants du préscolaire et du primaire en Grèce: évolutions et perspectives. Revista de Formación e Innovación Educativa Universitaria, 3(1), 33-42.
Ravanis, K., Balias, S., Komis, V., & Karalis, T. (2011). Éléments de réflexion sur la formation des enseignants en Grèce : expériences du cadre universitaire et perspectives. Revista Educação Skepsis, 3(2), 2034-2053.
Sariçoban, A. (2010). Problems encountered by student-teachers during their practicum studies. Procedia Social and Behavioral Sciences, 2, 707-711.
Shulman, L. (1986). Those who understand: knowledge growth of teachers. Educational Researcher, 15(2), 4-14.
Shuls, J. V., & Ritter, G. W. (2013). Teacher preparation is not an either-or. Phi Delta Kappan, 94(7), 28-32.
Smith, T. W., & Strahan, D. (2004). Toward a prototype of expertise in teaching: a descriptive case study. Journal of Teacher Education, 55(4), 357-371.
UNESCO (2013). Investigating training needs of primary and secondary school teachers, heads and principals in Lesotho with respect to the teaching and learning of Mathematics, Science and Technology. GEMS Study, Lesotho.
Van Driel, J. H., & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26-28.
Van Driel, J., Verloop, N., & De Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35, 673-695.
Vellopoulou, A., & Ravanis, K. (2012). From the formal curriculum to the lesson planning: the didactic transposition kindergarten teachers’ carry out as they plan to teach dissolution. Skholê, 17, 71-76.
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61, 89-99.
Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: an introduction. Mahwah, NJ: Lawrence.
Published
2018-02-05
How to Cite
Mabejane, M. R., Nyabanyaba, T., Koliopoulos, D., & Ravanis, K. (2018). The probable causes for the espoused inadequacies in science student teachers’ practice teaching in schools at the National University of Lesotho. Journal of Subject Didactics, 2(1), 1-19. https://doi.org/10.5281/zenodo.1238616
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