Background, motivations and learning experiences of student teachers in an initial teacher programme at one Western Cape university

Abstract

This qualitative, interpretive research project is an investigation into the backgrounds and learning experiences of a small sample of Intermediate Phase student teachers, who are specializing in English teaching, at one university campus in the Western Cape. The study foregrounds the relationship between background, values, significant teachers and school experiences and how these motivate and shape the student teachers in their choosing to teach, their values and approach to teaching. Their subsequent learning experiences on the initial teacher education course are another set of influences on their developing pedagogic approach as evidenced in the teaching practicum. Data is collected through interviews and observations. This narrative study offers an insight into the subjective accounts and context of the student teachers’ lives, including how past social history impacts on them and shapes the way in which they deal with the present day contextual problems encountered in schools. This study also sheds a light on the teacher training programme at one university.