Exploring the Challenges faced by Pre-service Teachers in Executing Science Lessons during Work Integrated Learning in Rural School Settings

Exploring the Challenges faced by Pre-service Teachers in Executing Science Lessons during Work Integrated Learning in Rural School Settings

Tafirenyika Mafugu , Felistus Mafugu & Cephas Makwara

Issue: Vol.5 No.13 Issue Article 15 pp. 2191-2205
DOI: https://doi.org/10.38159/ehass.202451315 | Published online 17th October, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

The study explored the challenges faced by pre-service teachers in executing science lessons during work-integrated learning in rural school settings. An exploratory case study methodology was employed, using interviews and an open-ended Google Form questionnaire to collect data from fourth-year primary and high school preservice teachers, training to teach science at a teacher training institution in South Africa. Several key challenges emerged from the data. Firstly, some pre-service teachers reported a lack of access to laboratory facilities, which hindered their ability to conduct practical science lessons. Additionally, the substantial teaching workloads imposed on them during their teaching practicum posed a significant challenge for these pre-service teachers, who found themselves overwhelmed by the demands of the school where they were placed. The absence of effective mentorship further exacerbated difficulties, leaving many pre-service teachers navigating classroom management and instructional practices on their own. Language barriers also played a critical role, as many pre-service teachers struggled to teach and understand scientific concepts due to English not being their native language. Education institutions and policymakers should consider these challenges when developing teacher education curricula and policies. Ensuring that pre-service teachers are well-equipped to handle the unique challenges of rural teaching environments, is essential for improving educational outcomes in these areas. This research underscores the need for targeted support and resources in teacher education programs, especially for those preparing to teach in rural areas. By identifying these challenges, the study offers a foundation for developing more effective teacher education curricula and policies that can better prepare pre-service teachers for the realities of teaching in rural settings, ultimately contributing to improved educational outcomes in these communities.

Keywords: Challenges, Language Barriers, Management, Preservice Teacher, Resources, Work-Integrated Learning

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ABOUT AUTHOR(S)

Tafirenyika Mafugu has been a science education lecturer in South Africa’s higher education sector for the past five years. He has authored over 20 publications in peer-reviewed, accredited journals and conference proceedings, and has successfully supervised several postgraduate students.

Felistus Mafugu began her career as a mathematics teacher with the KwaZulu-Natal Department of Education and is currently with the Free State Department of Education. She is on track to complete her Master’s in Mathematics Education by early 2025.

Cephas Makwara is an Economics lecturer in South Africa’s higher education sector. He has published numerous articles in accredited journals and has participated in several conferences.

TO CITE ARTICLE

Mafugu, Tafirenyika, Felistus Mafugu & Cephas Makwara. “Exploring the Challenges faced by Pre-service Teachers in Executing Science Lessons during Work Integrated Learning in Rural School Settings,” E-Journal of Humanities, Arts and Social Sciences 5, no.13 (2024): 2191-2205. https://doi.org/10.38159/ehass.202451315