Experiences of the South African high school classroom : a case study of high school English classroom experiences of student-teachers of English at a University in KwaZulu-Natal.
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Date
2016
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Abstract
The purpose of this study was to understand student teachers’ experiences of the
high school English classroom, and the impact, if any, of their experiences on
their decision to become teachers, especially teachers of English. It is said that the
quality of an education system is boosted by the quality of its teachers. Therefore,
the purpose of my study is, furthermore to explore if student teachers’ perceived
ability to function and perform as expected in tertiary studies is informed by their
experiences of high school, and if their experiences of high school have anything
to do with their decisions to become teachers. The respondents in this study were
third year English Major students of the School of Education at a University in
KwaZulu-Natal. With its emphasis on experiences, the study utilised a
phenomenological framework. Underpinned by an interpretivist paradigm, the
study used a qualitative case study method. Data were collected through
questionnaires, individual semi-structured interviews and written narrative
accounts. This study found that student teachers of English at a university had
both negative and positive high school experiences, not just of schooling but of
learning English. These experiences were subjective as it was predicated on each
individual’s unique circumstance and context. Each context was found to be as
unique to the individual as it is his/her experience. This study also found a
disparity between student teachers’ experiences of urban schools and
rural/township schools. While most urban schools enjoyed better facilities, quality
teachers and teaching, township and rural schools were dilapidated and lacked
quality, both in teaching and infrastructure. It also found that these experiences
have impacted both positively and negatively on their current learning experiences
at the university. The findings revealed that the experiences student teachers had
had at high school often prompted them to become teachers. This study therefore
concludes that high schools play a vital role in the future life of students, either in
their academic life or in careers. It thus becomes imperative that high schools
recognise their impact on students’ lives.
Description
Master of Education. University of KwaZulu-Natal, Durban 2016.
Keywords
English - Study and Teaching., English Language Teaching and Learning in Secondary Schools., Student Teachers Experiences., Theses - Education.