dc.contributor.author |
Kamper, Gerrit D.
|
|
dc.contributor.author |
Steyn, Miemsie G.
|
|
dc.date.accessioned |
2012-07-02T06:25:05Z |
|
dc.date.available |
2012-07-02T06:25:05Z |
|
dc.date.issued |
2012-06 |
|
dc.description.abstract |
The research was prompted by the assumption that the many problems in South African education
(e.g. continuous curiculum changes, insufficient in-service training and support, classroom
overcrowding, discipline problems,administrative paperwork, low teacher morale, high teacher
attrition rate, low societal status of the teaching profession) must have an adverse effect on the
career orientation of teacher training students. Our research was embedded in the theoretical
framework of eco-systemic theory (Bronfenbrenner 1990), through which we indicated how the teacher is surrounded and influenced by various societal systems in four levels of proximity: the
micro, meso, exo and macro levels. From these systems we established the conceptual framework,
in which we discussed negative forces on the teacher as these are eminent in societal expectations
about the teacher, the professional identity of the teacher and the retention rate in the teaching
profession. The discussion of these negative forces and their impact affirmed our initial assumption
and led to our research question: To what extent are teaching training students positively inclined
towards a career in teaching? This question implied attention to a) the career motivation, and b)
the moral values of the modern South African teaching training student.
The empirical study was conceptualised as a pilot project. We involved the full number of
final year teaching training students at one of the largest education faculties in South Africa,
namely at the University of Pretoria. The students (n = 403) were asked to complete a questionnaire
which focused inter alia on respondents’ exposure to daily news, reasons for choosing the education
career path, attitudes towards the teaching profession and medium to long term prospects in the
profession. Moral inclinations were also probed, e.g. with items on religion, discipline, language
of instruction, multicultural teaching and being a role model. The questionnaire findings were
verified in a focus group interview with five purposively selected respondents in the questionnaire
survey.
Our findings nullified our initial assumptions. Not only were the students strongly committed
to their chosen career, notwithstanding the questionable societal status of the teaching profession
and the formidable teaching challenges (of which they were apparently keenly aware), but they
also conveyed a strong message about moral values and the teacher’s role in modelling those in
and beyond the school. Our findings are prospective and certainly need verification on a broader
scale. We are also planning a follow-up study with the same respondents, once they have completed
two years of full time teaching.
The findings could serve as impetus for education management measures to ensure that
aspiring teachers’ level of commitment is sustainable. One of these measures could be an online
advice and counselling service for beginner teachers. |
en_US |
dc.description.abstract |
Die navorsing het ontstaan uit die aanname dat die onderwysproblematiek in Suid-Afrika
(voortdurende kurrikulumwysigings, gebrekkige indiensopleiding, dissiplineprobleme, lae
beroepsmotivering onder onderwysers en gebrekkige aansien van die onderwysberoep) ’n
negatiewe uitwerking op die beroepsinstelling van onderwysstudente het. Vanuit die teoretiese
raamwerk wat gebruik is, naamlik Bronfenbrenner (1990) se ekosistemiese samelewingsmodel,
is die negatiewe kragte wat op die onderwys inwerk, nader toegelig. In die lig van die intensiteit
van hierdie kragte het die volgende as navorsingsvraag gedien: In welke mate het die huidige
onderwysstudent ’n positiewe beroepsingesteldheid? In ’n vraelysopname onder 403 finalejaar
onderwysstudente, is die aanvanklike aanname verkeerd bewys. Die vraelysrespondente was nie
alleen positief ingestel teenoor hul toekomstige loopbaan in die onderwys nie, maar hulle was
ook uitgesproke oor hul taak daarin as morele rolmodelle. Die positiewe aard van ons voorlopige
bevindings onderstreep alreeds die absolute noodsaaklikheid van onderwysbestuursmaatreëls om
die volhoubaarheid van beginneronderwysers se positiewe beroepsingesteldheid te verseker. ’n Elektroniese advies- en motiveringsdiens vir beginneronderwysers kan heel moontlik as eerste
en uitvoerbare projek hiertoe dien. |
af |
dc.description.librarian |
gv2012 |
en |
dc.description.uri |
http://www.journals.co.za/ej/ejour_akgees.html |
en_US |
dc.identifier.citation |
Kamper, GD & Steyn, MG 2012, 'Beroepsingesteldheid van vierdejaaronderwysstudente', Tydskrif vir Geesteswetenskappe, vol. 52, no. 2, pp. 252-270. |
en_US |
dc.identifier.issn |
0041-4751 |
|
dc.identifier.uri |
http://hdl.handle.net/2263/19276 |
|
dc.language.iso |
Afrikaans |
en_US |
dc.publisher |
Suid Afrikaanse Akademie vir Wetenskap & Kuns |
en_US |
dc.rights |
Suid Afrikaanse Akademie vir Wetenskap & Kuns |
en_US |
dc.subject |
Teacher training |
en_US |
dc.subject |
Teacher morale |
en_US |
dc.subject |
Teaching career |
en_US |
dc.subject |
Teaching profession |
en_US |
dc.subject |
Teacher retention |
en_US |
dc.subject |
Onderwysersopleiding |
af |
dc.subject |
Onderwysstudente |
af |
dc.subject |
Onderwysermoraal |
en_US |
dc.subject |
Onderwysberoep |
af |
dc.subject |
Onderwysprofessie |
af |
dc.subject |
Onderwyshoukrag |
af |
dc.subject.lcsh |
Teachers -- Training of -- South Africa |
en |
dc.subject.lcsh |
Student teachers -- Attitude -- South Africa |
en |
dc.subject.lcsh |
Interns (Education) -- Attitude -- South Africa |
en |
dc.title |
Beroepsingesteldheid van vierdejaaronderwysstudente |
af |
dc.title.alternative |
The career orientation of final year teacher training students |
en_US |
dc.type |
Article |
en_US |