Exploring novice teachers’ experiences in teaching of natural sciences to grade 8 and 9 within Pietermaritzburg secondary schools
This study investigated the experiences of novice teachers teaching the subject of Natural Sciences to Grade 8 and 9, within Pietermaritzburg secondary schools. Qualitative methods were used in this study, specifically semi-structured interviews were used for data collection. The purposive sampling technique was used to select the participants, principals of secondary schools, sciences Head of Departments and novice teachers. Data was collected and analysed thematically. The findings obtained in this study revealed that irrespective of school location, secondary schools within Pietermaritzburg were identified as having inadequate facilities for science education. As such, conducive classrooms and laboratory facilities were inadequate. For science practical sessions, there were not always enough chemicals and reagents to go around for all the learners. Hence, teachers sometimes split the learners into different groups. The foregoing of these practical sessions made the teaching of natural science a difficult task, especially for novice teachers in rural secondary schools. It can be deduced that due to a lack of physical infrastructure and scientific materials, it may be difficult for novice natural science teachers to effectively and efficiently convey to learners the needed scientific knowledge. Overcrowding remains one of the key challenges faced in schools these days. Population growth, teacher shortages, inadequate funding, and enrolment patterns, among other things, have been some of the causative factors of this. Overcrowded classrooms can have a harmful effect on both teachers and learners, particularly in science laboratories. Some of the participants were of the perception that they had limited opportunities to attend professional development trainings, organized by the Department of Basic Education at district level; this was due to the distant location of the rural schools that they attended. Most novice teachers could not even remember the name of the subject advisor from this department. This points to the very big gap between the district planning and what is happening in schools. This is a clear indication of the fact that the vision held by the Department of Basic Education may never succeed, as long as teachers do not share it with them.
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