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close this bookWho Becomes a Primary School Teacher in Lesotho: Characteristics and Experiences of the DEP Student Teachers upon Entry into NTTC (CIE, 2002, 49 p.)
close this folderChapter 3: Data Analysis And Interpretation
View the document(introduction...)
View the document3.1 Age
View the document3.2 Gender
View the document3.3 Denominational Affiliation
View the document3.4 Occupation and Educational Qualification of Parents of Student Teachers
View the document3.5 Location of Schools and Years of Attendance of Primary school
View the document3.6 Number of years in School
View the document3.7 Performance at Post-Primary School
View the document3.8 Teaching Experience
View the document3.9 Perceptions of Student teachers about primary schooling
View the document3.10 Images of primary school teachers
View the document3.11 Future Plans and Expectations
View the document3.12 Life in the College
View the document3.13 Becoming a teacher
View the document3.14 Challenges Facing the Teaching Profession and Possible Changes in Education
View the document3.15 Views about teaching and related issues

3.12 Life in the College

The student teachers were asked whether or not life at College was good, and to provide reasons for their answer. Their responses on this question can be grouped into two categories. These were academic and social life at the College. Comments on academic related reasons were on issues such as learning to practise becoming a teacher and on the freedom to study what one wants. On the second category, respondents indicated that they learned to become responsible, had an opportunity to participate in sports and in music. Other reasons were on culture of the college whereby freedom of speech was acceptable as well as absence of corporal punishment.

Table 13: Reasons for Stating that Life at the College is Good

Life in the College is good


Good learning, sports and boarding facilities


Social life


Freedom to study what one wants to learn


We cooperate with others/study in groups


We train in academic education


All students follow the same course of study - teaching


Sufficient time given for training


Total number of responses


Life in the College was perceived by some student teachers as being difficult, both academically and socially. On the academic side, they indicated that they have to struggle to pass all subjects because failing one means repeating that subject for the entire year before one could proceed to the next level of study. Other difficulties included being:

Required to do all subjects, regardless of whether or not one had prior knowledge of such a subject;

Responsible for own class attendance and performance;

A day scholar and not having as much access to library facilities as is the case with those who stay on campus and finally

Taught through a lecture method.

Other difficulties mentioned related to issues of too much freedom, shortage of boarding facilities, and different personalities resulting in unacceptable behaviour. The respondents regarded the bureaucracy at the College as being unacceptable, including lack of access to the College Director. Student teachers also mentioned poor relationships between old and new entrants as problematic. In their own words, they had this to say:

Unsystematic method of getting meals resulting in starting some classes later than the allocated time. Moreover, some foods cause general illness among students. Sometimes we get our meals through fighting; old students treat us like slaves yet we have come for the same purpose at the college;

A lot of things though good and helpful have to be stored in one’s head. We have to study even when we are tired.