South African College for Open Learning: A Model of an Inservice Distance Education Programme for Initial Teacher Education (CIE, 2002, 37 p.): 7. Students' Aspirations, Expectations and Preparedness

South African College for Open Learning: A Model of an Inservice Distance Education Programme for Initial Teacher Education (CIE, 2002, 37 p.)

		(introduction...)
		Multi-Site Teacher Education Research Project (MUSTER)
		List of Acronyms
		Abstract
		1. Introduction
		2. Overview of Development of Teacher Education at SACOL
		3. Context in which the data was collected
		4. Data Collection and Analysis
		5. Overview of the College
		6. The Initial Teacher Education Curriculum and its Evaluation
		7. Students' Aspirations, Expectations and Preparedness
		8. Costs of the SACOL Programmes
		9. Key Issues from the SACOL Case Study
		10. Concluding Remarks
		References
		Appendix One: Student registration at SACOL for 1999 and 2000
		Appendix Two: Results for certificate courses
		Appendix Three: Results for diploma courses
		Appendix Four: Higher Diploma in Education
		Appendix Five: Further Diploma In Education
		Appendix Six: Categorisation of academic staff into faculties and departments
		Appendix Seven: Buildings and infrastructure at each campus
		Appendix Eight: Diploma In Education: Structure (10 Cotep Credit - 360 Saqa)

7. Students' Aspirations, Expectations and Preparedness

The students who were surveyed are registered for certificate and diploma courses. About 90% of the group indicated that they would study for another qualification when they have completed this qualification. This is understandable given that the requirements are that all teachers have at least an M+4 qualification. About a quarter of those surveyed indicated that they wanted to apply for promotion after their qualifications.

The aspiration of about 60% of students, in five years time, is to study for another qualification. About one-tenth of the students indicated that, in five years time, they wanted to find a job outside teaching. Analysis of the Likert items in the survey instrument indicate that about half the students really did not want to be in teaching. They indicated that they would rather get higher qualifications and do a different job than teaching; that most students study for a teaching qualification because they cannot be admitted to other programmes and that they knew many teachers who would prefer to do other jobs.

Between 60-70% of teachers indicated that they felt confident in the subject matter, subject methodology, preparing lessons, assessing pupils work, controlling the class, dealing with individuals needs, making teaching aids and teaching in English. Only 40% of the group indicated competence in Outcomes-based Education - this is a very low percentage considering that 54% of the group teach in the junior primary section and they have to teach an OBE curriculum.