The emotional experiences of Cape Peninsula University of Technology education students in navigating teaching practice

Simple item page
dc.contributorJoseph, Jenead Diana Nicole (nee Zyster)en_ZA
dc.contributor.advisorRobinson, Maureenen_ZA
dc.contributor.advisorLe Cordeur, Michael en_ZA
dc.contributor.authorZyster, Jenead Diana Nicoleen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Curriculum Studies.en_ZA
dc.date2023-03-03T06:59:15Z
dc.date2023-08-30T13:11:11Z
dc.date2023-03
dc.date.accessioned2023-08-31T09:18:49Z
dc.date.accessioned2023-03-03T06:59:15Z
dc.date.available2023-08-31T09:18:49Z
dc.date.available2023-03-03T06:59:15Z
dc.descriptionThesis (PhD)--Stellenbosch University, 2023.en_ZA
dc.description.abstractENGLISH ABSTRACT: Teaching Practice, the school-based component of initial teacher education, is one of the most important components of any teacher education program. As a lecturer on the B. Ed. programme many uncertainties that student teachers experience during Teaching Practice were brought to my attention. These include placement and accommodation, the attitudes of teachers, mentors and principals, conflicting personalities, the lecturers assigned for panel assessments, efficiency of school management and the availability of resources. It is against this background that I set out to study the emotional experiences of a group of student teachers at my institution. The aim of the study was to investigate the role of emotions in the various phases (pre, during and post) of Teaching Practice for students enrolled in the Bachelor of Education at CPUT. The study explored the experiences of these student teachers in regard to their emotions and emotional challenges as they navigated the entire Teaching Practice journey. The study was supported by literature, which highlights the emotional challenges student teachers and teachers face during their daily practice (Hayes, 2003). In fact, studies have found that student teachers change professional programmes and teachers resign from their positions due to pressure of the modern-day classroom, which include difficulty in dealing with emotional and psychological challenges in their professional practice (McCarthy, Lambert, O’Donnell, & Melendres, 2009) Struyven & Vanthournout, 2014). Bandura’s Social Cognitive Theory was employed as the theoretical framework of the study. My interest in achievement goals and self-efficacy as antecedents to increased performance, motivation, work satisfaction and positive affect, led to the espousing of the Control Value Theory of Pekrun, Frenzel, Goetz and Perry (2007) and Bandura’s (1977) self-efficacy theory to support the theoretical underpinnings of the study. I employed qualitative research methods to acquire a deep, rich array of data in order to answer the research questions. Eighteen third-year B. Ed. students at CPUT’s Wellington campus participated in this study. The following instruments provided the data for the study: two open-ended questionnaires and an interview based on a poster. A thematic analysis was employed, and the data were categorised in themes and categories, derived from the literature review and the constructs from the theoretical framework of the study. The findings of the study highlighted the complex and emotional nature of TP, especially student teachers’ efforts in learning to teach, and their endeavours to become socialized into the school community. Various factors were found to have an influence on student teachers’ emotions. These included the relationship with learners, fellow student teachers, mentor teachers and the principal, as well as the particular school placement. The participants unanimously agreed that they should be continually cognisant of their emotions throughout TP as the journey is one of being emotionally “up and down”. The participants mentioned the value of emotion regulation, self-reflection and self-motivation to serve as buffers against negative affect and inappropriate and drastic actions. The study also found that the pandemic had profound consequences on student teachers in a vastly changed school and home environment. Recommendations are made for ways in which higher education institutions can assist student teachers in alleviating stressful emotions and emotional events which may accompany TP, and to augment existing policy, systems and support structures.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Onderwyspraktyk is een van die belangrikste komponente van alle onderwysopleidingsprogramme. As ’n lektrise in hierdie veld was my aandag gedurig gevestig op die onsekerhede wat onderwysstudente gedurende onderwyspraktyk ervaar: onder andere studenteplasing en akkommodasie, die gesindhede van personeel, mentors en prinsipale, die lektore toegewys vir paneelevaluering, die gehalte van skoolbestuurspanne en die beskikbaarheid van hulpbronne. Dit is teen hierdie agtergrond dat ek onderneem het om die emosionele ervaringe van ’n groep onderwysstudente aan ’n bepaalde universiteit wou ondersoek. Die doel van hierdie studie is om die rol van die emosies in die verskillende fases (voor, gedurende en na onderwyspraktyk) van onderwysstudente ingeskryf vir die B. Ed. onderwysgraad aan die KSUT. Die studie verken die ervaringe van hierdie onderwysstudente soos hulle die algehele Onderwyspraktyk beleef. Die studie was gerugsteun deur literatuur, wat die emosionele uitdagings wat onderwysstudente daagliks in hul algemene praktyk in die gesig staar, beklemtoon (Hayes, 2003). Navorsing het eweneens bevind dat onderwysstudente dikwels van kursus verander en dat onderwysers die beroep varlaat as gevolg van die eise van die hedendaagse klaskamer, wat die emosionele en psigologiese uitdagings verbonde aan die onderwyser se praktyk insluit (Struyven & Vanthourmout, 2014, McCarthy, Lambert, O’ Donnell, & Melendres, 2009). Die Sosiale Kognitiewe Teorie van Bandura is gebruik as teoretiese raamwerk. My belangstelling in prestasiedoelwitstelling en selfdoeltreffendheid as aanduiders van verbeterde prestasie, motivering, werk-bevrediging en positiewe houding het gelei tot ondersoek van die Beheerwaardeteorie van Pekrun, Frenzel, Goetz en Perry (2007) en Bandura (1977) se selfdoeltreffendheidteorie as teoretiese onderbou van die studie. Kwalitatiewe navorsingsmetodes is betrek om ’n diep en breë perspektief van die respondente se ervarings te verkry ten einde die navorsingsvrae te beantwoord. Agtien derdejaar B. ED. KSUT studente by die Wellington kampus het aan die studie deelgeneem. Die volgende datainsamelingsinstrumente is gebruik om data vir die studie te genereer: twee vraelyste wat verband hou met die voor- en gedurende onderwyspraktykfase, gevolg deur die na-onderwyspraktykfase waar die deelnemers ’n visuele voorstelling van hul reis voor die aanvang van die onderhoud moes voorsien. ’n Tematiese analise is vir die vraelyste en die onderhoudsdata toegepas, waarvolgens data volgens bepaalde kategorieë en temas geklassifiseer is. Die bevindinge het bevestig dat onderwyspraktyk inderdaad kompleks en emosioneel van aard is, veral betreffend die proses van leer om te onderrig asook om in die skoolgemeenskap opgeneem te word. Verskillende faktore het bygedra om die deelnemers se emosies te bepaal. Hierdie faktore het die verhouding met die leerders, mede-onderwysstudente, mentors, die skoolhoof, en ook die die rol wat die plasingskool speel, ingesluit. Die deelnemers het sonder uitsondering saamgestem dat onderwysstudente deurgaans aandag aan hul emosies en emosionele toestand moes skenk as teenvoeter vir negatiewe emosies en ondeurdagte en drastiese aksies. Die studie het ook bevind dat die Covid-pandemie verreikende gevolge vir onderwysstudente as gevolg van ’n merkbare veranderde skool- en huisomgewing ingehou het. Aanbevelings word gemaak hoedat hoër onderwysinstellings onderwysstudente kan ondersteun om die emosionele stres en die emosionele gebeure, wat tydens onderwyspraktyk voor mag kom, die hoof te bied en ook om bestaande beleid, sisteme en ondersteuningstrukture te versterk.af_ZA
dc.description.versionDoctoralen_ZA
dc.embargo.terms2023-12
dc.formatapplication/pdf
dc.format.extentxvi, 234 pages : illustrations
dc.identifierhttp://hdl.handle.net/10019.1/127534
dc.identifier.urihttps://scholar.sun.ac.za/handle/10019.1/128473
dc.languageen
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subject.lcshCape Peninsula University of Technology -- Education -- Curriculaen_ZA
dc.subject.lcshEducation students -- Psychological aspectsen_ZA
dc.subject.lcshTeachers -- Training ofen_ZA
dc.subject.lcshTeachingen_ZA
dc.subject.lcshEducation -- Study and teaching (Higher)en_ZA
dc.subject.nameUCTD
dc.title The emotional experiences of Cape Peninsula University of Technology education students in navigating teaching practiceen_ZA
dc.typeThesisen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
zyster_emotional_2023.pdf
Size:
6.42 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Doctoral Degrees (Curriculum Studies)