Foundation phase male student-teacher’s experiences during teaching practice: implications for initial teacher training

Title: Foundation phase male student-teacher’s experiences during teaching practice: implications for initial teacher training
Creator: Makeleni, Sive
Subject: Student teaching -- South Africa Teachers -- Training of -- South Africa Teaching -- South Africa
Date Issued: 2016
Date: 2016
Type: Thesis
Type: Masters
Type: Degree
Identifier: http://hdl.handle.net/10353/4780
Identifier: vital:28519
Description: The aim of this study was to explore experiences of Foundation Phase male student teachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm.
Format: 129 leaves
Format: pdf
Publisher: University of Fort Hare
Publisher: Faculty of Education
Language: English
Rights: University of Fort Hare

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