The student teachers rated most components of the course highly
and felt that it was helpful in preparing them to be good teachers. Some
problems appeared to have been experienced relating to understanding the theory
lectures, which are most probably related to language issues. Students also
mentioned problems with resources that they needed for teaching, particularly in
some of the schools that they did their practice teaching in.
Suggestions for improvement included that more time should be
spent on all the major components of the course. This seems to suggest that most
students needed to have more training before going out to teach. However, the
levels of confidence at the end of the course were quite high, particularly
relating to the preparation of lessons, subject content and the methodology.
Students were less confident with regard to the theory, which underlines the
fact that some of them appear to have difficulty understanding the theory
Generally, lecturers were viewed as showing expertise in their
subject areas and being fair in their assessment of the students work.
Theory lecturers were, however, sometimes perceived as being distant and not
very caring. This could be due to the fact that there are a large number of
different lecturers teaching on the theory course and that students do not have
much direct and personal contact with them due to the large classes.
Many of the students appear to be using the HDE course as a
stepping stone to further studies, and do not plan to teach immediately after
the course. This could be related to the realities of retrenchment and the
difficulties in finding a teaching job rather than the fact that they did not
want to be teachers. Worrying, however, is the fact that some students appear to
be doing the course because they could not get into other courses or because
this was the only way they could study. Encouraging, however, is that the
majority of the students show a strong sense of social responsibility and
educational commitment and like