M.Ed. / This dissertation endeavours to gain an overview of the way in which the beginner-teacher experiences his entry into the teaching profession. The presumption underlying the investigation is that beginner-teachers are often disillusioned and experience what is termed as reality shock when they first find themselves in the actual teaching situation. In the light of the problem sketched above the aim of the study was, firstly, to identify the factors leading to such disillusionment, and, secondly, to determine whether teachers of differed: categories Based on personal data) experience these factors differently. Very little research on the beginner and his initiation into the teaching profession has been done in South Africa. Consequently a thorough study of overseas literary sources had to be made initially, in order to identify the factors refer to above. With these factors serving as a frame of reference a questionnaire was devised through which the opinion of beginner- teachers on the Witwatersrand could be investigated. A factor analysis was made of the data retrieved through the questionnaire, after which the chi-square test was used to determine possible relations between teachers of different categories and their views on the various factors. The following are some of the most significant findings: The training programs of the various universities possible vary since teachers who qualified at different universities reacted differently in respect of the various aspect Some groups of beginner-teachers were of the opinion that they had not been adequately prepared for the actual teaching situation. The practical component of teacher training should receive more attention; in equal proportion to the theoretical component. Those teachers in particular, whose professional training extended over four years, tend to be more critically disposed towards teaching practice. It appears generally as if teaching practice, as it figures at present, does not facilitate the transition from training to actual practice. Teachers often experience their initial dealings with the department of education as unsatisfactory. Beginner-teachers do not find sufficient time to prepare adequately, particularly at the beginning of the year. Beginner-teachers experience a considerable measure of autonomy in the classroom situation. Teachers, and especially women rather than men, find the lack of motivation in pupils problematic~ more so than any reluctance on the part of the pupils to accept the authority of a young teacher. Beginner-teachers, particularly those who teach standard 10 pupils, find that there isn't sufficient opportunity or time to consult with more experienced colleagues. They hardly ever, moreover, regard the inspector as a person to turn to for advice or support. The principal is, on the whole, given considerable credit for his role as manager, adviser and evaluator. Women. however, have a more critical attitude to the principal, than men. Beginner-teachers resent the attitude of parents and find opportunities for meeting with them unsatisfactory.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:4321 |
| Date | 13 March 2014 |
| Creators | Niebuhr, Gustav August |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johannesburg |
Page generated in 0.0178 seconds