The Reflections of PGCE Pre-Service Teachers on ‘Unsuccessful Lessons’ during Teaching Practice: Insights from a Rural University
Maxwell Tsoka 
& Jeanne Kriek
Issue: Vol.6 No. 11 2025 Article 7 pp. 1141 – 1155
DOI : https://doi.org/10.38159/jelt.20256117 | Published online 25th November, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This paper explored the intricate nexus between youth culture, creative arts, and national development, emphasising the role of young populations as pivotal agents of socio-economic transformation. Drawing on interdisciplinary frameworks, through discursive evaluation of rhetorical strategies and societal resonance, the study discussed how youth-driven cultural expressions and creative practices foster innovation, social cohesion, and cultural identity within Ghana’s development milieu. It further explored the potential of the creative sector as a strategic lever for sustainable development, advocating for policy interventions that nurture youth participation in cultural industries. The discussion suggests that empowering youth engagement in the arts can serve as a catalytic mechanism for enhancing national development trajectories through fostering creativity, entrepreneurial spirit, and social inclusion. Such an environment facilitates opportunities for youth to cultivate character, acquire knowledge, skills and develop innate talents and abilities. Based on these analyses, a key recommendation is that government policies should prioritise and vigorously promote investment in young people by harnessing their creative potential and culture for youth-centred sustainable development. Such an emphasis is essential for fostering sustainable socio-economic growth and ensuring political stability within society.
Keywords: Youth Culture, Youth Subcultures, Development, Creative Arts, Policy
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Maxwell Tsoka is a lecturer at the University of Venda , in the Department of Professional & Curriculum Studies. My interests are in teacher professional learning, inquiry-based teaching, culturally responsive teaching and the use of computer simulations in teaching and learning.
Jeanne Kriek is a Professor in the College of Science, Engineering & Technology at the University of South Africa.
Tsoka, Maxwell, and Jeanne Kriek. “The Reflections of PGCE Pre-Service Teachers on ‘Unsuccessful Lessons’ during Teaching Practice: Insights from a rural university.” Journal of Education and Learning Technology 6, no. 11 (2025): 1141 -1155. https://doi.org/10.38159/jelt.20256117.
© 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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