A didactic paradigm for school-based practice teaching for colleges of education in KwaZulu
type: CreativeWork
description: This research centred on one broad objective, i.e. to establish the effectiveness of school-based practice teaching for student teachers in a selection of Primary Teachers Diploma (PTD) Colleges of Education in KwaZulu. Chapter 2 covers the review of literature on practice teaching. Firstly, the history of practice teaching is discussed so as to put the study in historical perspective. Secondly, research findings in selected countries are reviewed so that the study can be viewed in relation to international research trends. Thirdly, some approaches, which give a multifaceted nature of practice teaching as a field of study, are analysed. Chapter 3 discusses the criteria for effective school-based practice teaching with the aim of using such criteria as a yardstick for the analysis of the results of the study. Chapter 4 looks at the didactic theoretical constructs for a practice teaching curriculum . The implication being that any didactically justifiable practice teaching programme should be informed by what is discussed in Chapters 3 and 4. The questionnaire survey, as well as the informal interviews, were used in this study. A mixture of quantitative and qualitative methods has enabled the researcher to gain deeper understanding and a more penetrating insight regarding the problem under investigation. Findings of the study revealed that there was a consistent pattern of conflict regarding the results which emanated from qualitative findings. Qualitative findings, because of the open-ended nature of the questions, tended to be more reliable in terms of the respondents' ability to critically reflect upon current practices regarding practice teaching in KwaZulu Colleges of Education. Quantitative results, because of the close-ended nature of the survey questions, tended to be less realistic regarding practice teaching in these colleges. This became a chief advantage of quantitative and qualitative coupling of research methods as discussed in the above paragraph. The t…
abstract: This research centred on one broad objective, i.e. to establish the effectiveness of school-based practice teaching for student teachers in a selection of Primary Teachers Diploma (PTD) Colleges of Education in KwaZulu. Chapter 2 covers the review of literature on practice teaching. Firstly, the history of practice teaching is discussed so as to put the study in historical perspective. Secondly, research findings in selected countries are reviewed so that the study can be viewed in relation to international research trends. Thirdly, some approaches, which give a multifaceted nature of practice teaching as a field of study, are analysed. Chapter 3 discusses the criteria for effective school-based practice teaching with the aim of using such criteria as a yardstick for the analysis of the results of the study. Chapter 4 looks at the didactic theoretical constructs for a practice teaching curriculum . The implication being that any didactically justifiable practice teaching programme should be informed by what is discussed in Chapters 3 and 4. The questionnaire survey, as well as the informal interviews, were used in this study. A mixture of quantitative and qualitative methods has enabled the researcher to gain deeper understanding and a more penetrating insight regarding the problem under investigation. Findings of the study revealed that there was a consistent pattern of conflict regarding the results which emanated from qualitative findings. Qualitative findings, because of the open-ended nature of the questions, tended to be more reliable in terms of the respondents' ability to critically reflect upon current practices regarding practice teaching in KwaZulu Colleges of Education. Quantitative results, because of the close-ended nature of the survey questions, tended to be less realistic regarding practice teaching in these colleges. This became a chief advantage of quantitative and qualitative coupling of research methods as discussed in the above paragraph. The t…
author: Ngcobo, Bhekithemba Walter
keywords: Practice teaching, Teacher education--South Africa
license: https://devspace.unizulu.ac.za/bitstreams/d4e4f9b2-8d95-4f2b-ac00-7b975919ccd3/download
date published: 1995
date modified: 2026-07-24T06:17:03Z
provider: University of Zululand
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Zululand