Who Becomes a Primary School Teacher in Lesotho: Characteristics and Experiences of the DEP Student Teachers upon Entry into NTTC (CIE, 2002, 49 p.): Chapter 3: Data Analysis And Interpretation: 3.8 Teaching Experience

Who Becomes a Primary School Teacher in Lesotho: Characteristics and Experiences of the DEP Student Teachers upon Entry into NTTC (CIE, 2002, 49 p.)

Chapter 3: Data Analysis And Interpretation

		(introduction...)
		3.1 Age
		3.2 Gender
		3.3 Denominational Affiliation
		3.4 Occupation and Educational Qualification of Parents of Student Teachers
		3.5 Location of Schools and Years of Attendance of Primary school
		3.6 Number of years in School
		3.7 Performance at Post-Primary School
		3.8 Teaching Experience
		3.9 Perceptions of Student teachers about primary schooling
		3.10 Images of primary school teachers
		3.11 Future Plans and Expectations
		3.12 Life in the College
		3.13 Becoming a teacher
		3.14 Challenges Facing the Teaching Profession and Possible Changes in Education
		3.15 Views about teaching and related issues

3.8 Teaching Experience

Student teachers were asked to indicate whether or not they taught prior to joining the College. As Table 7 shows, the majority (71%) of the student teachers had not taught before they were admitted into the College. Further analysis shows that of those who indicated that they had taught 20% did so in the post primary schools while 9% had taught in a primary school. Although the figure is small the message is that there are student teachers who had some teaching experience by the time they entered NTTC.

Table 7: Whether Respondents Taught Between Leaving School and Coming to NTTC

Whether Taught	Frequency	Percentage
Yes	25	28%
No	62	69%
No response	3	03%
Total	90	100%