Exploring Pre-Service Teachers’ Perspectives on Teaching Practice in One of the Universities in the Eastern Cape Province, South Africa
Ntombizodwa Cecilia Mpetha 
, Thobeka Ncanywa & Nolutho Diko
Issue: Vol. 6 No. 12 2025 Article 3 pp. 1263 – 1285
DOI : https://doi.org/10.38159/jelt.20256123 | Published online 29th December, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This paper explores Pre-service Teachers’ (PSTs) perspectives on their School-Based Experience (SBE) to inform and enhance Work Integrated Learning (WIL) practices within Higher Education Institutions (HEIs). Utilising a qualitative, exploratory-descriptive case study design, the research involved in-depth interviews with 30 PSTs from various departments at a single HEI campus in the Eastern Cape, drawn from a total population of 705 PSTs. Informed by reflective learning theory, the study revealed several challenges encountered by PSTs during their teaching practice. Key findings indicate dissatisfaction with the evaluation process, as PSTs perceive it to be inconsistent; evaluations are conducted by lecturers for some, by mentors for others, and lack transparency and detail. Moreover, discrepancies between university instruction and school practices lead to confusion for PSTs. The study emphasises the necessity for improved collaboration between HEIs and placement schools to better support the development of PSTs. Based on these findings, recommendations include standardising assessment procedures, strengthening partnerships to ensure consistent instructional guidance, and fostering dialogue between universities and schools to align expectations. This research contributes to the body of knowledge by providing empirical insights into PSTs’ experiences and highlighting the importance of systematic evaluation and collaborative planning in SBE. Ultimately, the study advocates for reflective practices to guide HEIs in refining their WIL programmes, thereby creating a more coherent and supportive professional development environment for PSTs.
Keywords: Pre-service teachers (PSTs), Teaching Practice, Mentorship, Evaluation Process, Curriculum Alignment, Welcoming Environment.
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Ntombizodwa Cecilia Mpetha is an accounting lecturer at Walter Sisulu University’s (WSU) Komani Campus. She taught accounting at Msobomvu High School for 20 years. She joined WSU in 2015 at the Butterworth campus before being relocated to Komani due to institutional restructuring. She holds a Bachelor of Commerce in Education (B. Comm. Ed) from the University of Transkei, a Bachelor of Accounting Sciences (B. Compt) from Walter Sisulu University, a Bachelor of Education Honours from the University of Pretoria, and a Master of Education from Walter Sisulu University. Apart from accounting lecturing, she has taught Curriculum Studies in Accounting and Business Studies. She served as the School-Based Experience Coordinator for the Economic Management Sciences department from 2018 to 2023. She recently started writing and has co-authored two published papers.
Thobeka Ncanywa is a Professor of Economics and Director of Research and Innovation at Walter Sisulu. She has expertise in Applied Economics, Development Economics, Econometrics, Education Economics, and Entrepreneurship studies. She has taught and learned, participated in community engagement activities, and supervised postgraduate students. She has published articles in local and international journals, conference proceedings, and book chapters. She is a board member of the Economic Research of Southern Africa and the USAF World of Work strategic group.
Nolutho Diko is a Professor in Educational Leadership, Faculty of Education, Walter Sisulu University, Komani Campus. She has published articles in local and international journals, conference proceedings, and book chapters.
Mpetha, Ntombizodwa Cecilia, Thobeka Ncanywa, and Nolutho Diko. “Exploring Pre-Service Teachers’ Perspectives on Teaching Practice in One of the Universities in the Eastern Cape Province, South Africa.” Journal of Education and Learning Technology 6, no. 12 (2025): 1263 – 1275. https://doi.org/10.38159/jelt.20256123.
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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