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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 6: Student teachers’ expectations and experiences of the HDE programme
View the document6.1 Introduction
View the document6.2 Organisation of HDE course
View the document6.3 Teaching Practice
View the document6.4 Expectations regarding the course
View the document6.5 Exam preparation
View the document6.6 Views of students about the HDE course
View the document6.7 Levels of confidence at the end of the course
View the document6.8 Future plans and preferences
View the document6.9 Summary

6.4 Expectations regarding the course

The majority of respondents to the entry questionnaire had positive expectations regarding the teaching and subject expertise of the HDE lecturers (see Table 22). Thus, 87% felt that the lecturers would know their subject well, 79% that they would teach content that would be helpful in teaching in schools and 88% that they would teach content that would be easy to understand. However, less favourable views were held relating to the more personal characteristics of the lecturers. Quite a number of students felt that lecturers would often not mark and return students’ work (43%), be strict (47%), unapproachable (24%) and uncaring (23%). Approximately two-thirds of the students (66%), however, expected that lecturers would mark fairly. Over 60% of the students expected that the lecturers would rarely link theory to practice in schools, which appears to contradict the 79% that expected that lecturers would teach content that will help them teach in the schools. This could be due to the fact that the question on ‘rarely linking theory to practice in schools’ was reverse-coded and the students did not pick this up.

Table 22: Expectations of students regarding lecturers who are going to teach on the HDE course - entry questionnaire (N = 178)

Lecturers will:

Very Often

Quite Often

Quite Rarely

Very Rarely

No response


N

%

N

%

N

%

N

%

N

%

Know their subject well

130

73.0

24

13.5



4

2.2

20

11.2

Rarely link theory to practice in schools

68

38.2

44

24.7

10

5.6

23

12.9

33

18.5

Encourage small group work activity

107

60.1

46

25.8

5

2.8

2

1.1

18

10.1

Never mark and return students’ work

62

34.8

15

8.4

23

12.9

21

11.8

57

32.1

Be strict

35

19.7

49

27.5

20

11.2

31

17.4

43

32.6

Be unapproachable

21

11.8

21

11.8

15

8.4

63

35.4

58

32.6

Be uncaring

21

11.8

19

10.7

13

7.3

71

39.3

54

30.3

Teach only theory

27

15.2

27

15.2

16

9.0

58

32.6

50

28.0

Be fair in marking

76

42.7

42

23.6

9

5.1

12

6.7

39

22.0

Teach content, which can help us teach in schools

114

64.0

26

14.6

6

3.4

3

1.7

29

16.3

Present lectures that are easy to understand

96

53.9

43

24.2

5

2.8

6

3.4

28

15.7

Regarding their expectations of the course, the responses to an open-ended question in this regard in the entry questionnaire showed that 23% of the students hoped that the course would train them to become good, professional and competent teachers (see Table 23).

“I expect to get as much skills as possible so that I can be a professional teacher” (female, 30 years)

“To help me become a good educator” (female, 22 years)

“To be trained well in order to be a good teacher tomorrow” (male, 28 years)

“how to be a competent teacher - something worthwhile to carry across to the learners” (female, 37 years)

“I have great expectations in this course in terms of moulding me to become a better teacher who sill be able to facilitate learning in our schools” (female, 37 years)

“to equip myself to become an excellent teacher” (female, 22 years)

An additional 4% expected to gain the knowledge, skills and values to become a good teacher, showing familiarity with some of the terminology used in Curriculum 2005.

“I expect to gain more knowledge, skills and values so that I can be able to transform the learners” (female, 45 years)

“I expect it to give me the knowledge, skills, values and confidence to be an effective and helpful teacher” (female, 22 years)

For some students (11%), their main expectation was to either pass the course and/or pass with good marks as illustrated by the following quotes:

“I expect everybody on the course to be passed” (female, 28 years)

“I expect to pass as I would love to” (female, 20 years)

“To get good symbols in my practice teaching and education theory exams in June and December” (male, 29 years)

“I expect to pass my HDE course and get good results” (female, 24 years)

A number of students specifically wanted to learn more about curriculum 2005 and outcomes based education (OBE):

“The things I expect from HDE course this year is the big change - students have to do HDE course this year must use that OBE” (female, 30 years)

“I expect to know more about OBE because I see it as the only way to change the old system of teaching. At the end of this year, I will know what our learners need out there” (male, 23 years)

“I need to understand this kind of OBE” (male, 27 years)

Table 23: Responses to question, “What do you expect from the HDE course?” - entry questionnaire (N = 178)

Expectations

N

%

pass the course/get good results

20

11.2

training to become a good & professional teacher

40

22.5

understand curriculum 2005/OBE

15

8.4

become a teacher that can help the community

10

5.6

gain confidence to teach

8

4.4

enjoyable/exciting/challenging course

4

2.2

help find a job

3

1.7

lesson-planning

2

1.1

knowledge, skills & values to become a good teacher

8

4.4

good practice teaching/good practical preparation

11

6.2

good, caring, fair lecturers

5

2.8

preparation for a range of jobs

2

1.1

fees for traveling

2

1.1

upgrade non-graduate to graduate course

2

1.1

how to deal with discipline problems

2

1.1

(note: respondents sometimes answered in more than one category)