Cover Image
close this bookFace-to-Face Training in a Conventional Preservice Programme: A Case Study at Edgewood College of Education in South Africa (CIE, 2002, 36 p.)
close this folder5. The Teacher Education Programme and its Evaluation
View the document5.1. The teacher education curriculum
View the document5.2. Student choices in the curriculum
View the document5.3. How is the curriculum offered?
View the document5.4. Evaluation of the Teacher Education programme
View the document5.5. Models of teaching and learning
View the document5.6. Assessment

5.5. Models of teaching and learning

Analysis of Likert scale items relating to teaching methods indicate that both the first and fourth year teacher trainees and teacher educators had positive attitudes to their models of teaching and learning. Most indicated that learners learn best in small groups, they disagreed with the statement that teachers cannot do much to improve the results of slow learners, and disagreed with the statement that the most important thing a teacher can do is teach learners the facts they need to know. An interesting response was that while almost all the first year students disagreed with the statement that learners learn more from listening to the teacher than from asking questions, only about a quarter of fourth year students agreed with the item. 'Did the experience of teaching disillusion them about student involvement in lessons?' About three-quarters of the students disagreed with the statements that caning was useful and 'it is difficult to maintain discipline without caning'. There were about equal numbers of African, Indian and White final year students and White first year students who held those perceptions.

Fourth year students were more optimistic about the use of new teaching methods in the school and disagreed that they would find it difficult to make teaching and learning aids. The small number of teacher educators who completed the questionnaire (about half of those who teach the primary school curriculum) did not have a very positive picture of the students. About 90% of teacher educators thought that teacher educators cannot do much to improve the academic ability of academically weak students, about half the teacher educators thought that students do not study independently, they prefer to listen to teacher educators than write assignments, and that the students have weak study skills. About 70% of the teacher educators thought that students have difficulty keeping up with college work.