Exploring the Challenges faced by Pre-service Teachers in Executing Science Lessons during Work Integrated Learning in Rural School Settings

Bibliographic Data

ID22257562
AuthorsTafirenyika Mafugu (0000-0002-6160-4014, Durban University of Technology), Cephas Makwara (0000-0001-6567-301X, Durban University of Technology)
Year2024
Pages2191-2205
Publication date2024-10-17
Open AccessYes
TypeARTICLE
VenueE-Journal of Humanities Arts and Social Sciences (JOURNAL)
Journal identifiersISSN: 2720-7722 • E-ISSN: 2720-7722
PublisherNoyam Publishers (PUBLISHER)
DOI10.38159/ehass.202451315
OpenAlexW4403486064
LanguageEN
References cited40

The study explored the challenges faced by pre-service teachers in executing science lessons during work-integrated learning in rural school settings. An exploratory case study methodology was employed, using interviews and an open-ended Google Form questionnaire to collect data from fourth-year primary and high school preservice teachers, training to teach science at a teacher training institution in South Africa. Several key challenges emerged from the data. Firstly, some pre-service teachers reported a lack of access to laboratory facilities, which hindered their ability to conduct practical science lessons. Additionally, the substantial teaching workloads imposed on them during their teaching practicum posed a significant challenge for these pre-service teachers, who found themselves overwhelmed by the demands of the school where they were placed. The absence of effective mentorship further exacerbated difficulties, leaving many pre-service teachers navigating classroom management and instructional practices on their own. Language barriers also played a critical role, as many pre-service teachers struggled to teach and understand scientific concepts due to English not being their native language. Education institutions and policymakers should consider these challenges when developing teacher education curricula and policies. Ensuring that pre-service teachers are well-equipped to handle the unique challenges of rural teaching environments, is essential for improving educational outcomes in these areas. This research underscores the need for targeted support and resources in teacher education programs, especially for those preparing to teach in rural areas. By identifying these challenges, the study offers a foundation for developing more effective teacher education curricula and policies that can better prepare pre-service teachers for the realities of teaching in rural settings, ultimately contributing to improved educational outcomes in these communities. Keywords: Challenges, Language Barriers, Management, Preservice Teacher, Resources, Work-Integrated Learnin

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