n South African Journal of Higher Education - Experiences of teaching practice at the University of Limpopo : possibilities for curriculum improvement : articles




This article reports on a study conducted to establish the experiences of pre-service teachers from the University of Limpopo (UL) placed in different schools during Teaching Practice (TP) and how these experiences could be used for curriculum improvement. A qualitative and interpretative approach was used to highlight multiple realities and interpretations. Data was collected from 36 participants : three focus group interviews of 12 students each representing three streams offered in the School of Education. Content thematic analysis was used to analyse data. Results show that curriculum knowledge and interpretation, workloads, overcrowding, teacher attitudes, lack of resources, mentoring, discipline and coping mechanisms were the key issues from TP experiences. The study concludes that some of these experiences of pre-service teachers could be used to improve teacher education curriculum at the UL. The study acknowledges that there are challenges that need further study.


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