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close this bookTeacher Education for Transformation: The Case of the University of the Western Cape, South Africa (CIE, 2002, 73 p.)
close this folderChapter 5: The student teachers on the HDE programme
View the document5.1 Introduction
View the document5.2 Biographical information of student teachers interviewed
View the document5.3 Biographical information of student teachers who completed the entry questionnaire
View the document5.4 Financing of studies at UWC
View the document5.5 Academic history of students
View the document5.6 Previous teaching experience
View the document5.7 Method subjects
View the document5.8 Motivation for studying to become a teacher
View the document5.9 Reasons for studying HDE at UWC
View the document5.10 Summary

5.7 Method subjects

As can be seen from Table 14, the majority of the students had an African language (64%) and/or History (60%) as their teaching subjects. This was followed by Guidance (15%), English (15%) and Geography (16%). Notable were the very few students who had science and/or maths as their subject methods, which reflects the low numbers that either did not take or did not pass these subjects at matric level.

Table 14: Method subjects

Subjects

N %

No response

7

3.9

Geography

29

16.3

Guidance

27

15.2

English

19

10.7

Afrikaans

7

4.0

African Languages

115

64.6

History

107

60.1

Economics

9

5.0

Music

2

1.2

Physics

1

0.6

Mathematics

3

1.7

Home Economics

13

7.3

HMS

3

1.7

Biblical Studies

4

2.3