000			02130nam a22002897a 4500
003			ZW-GwMSU
005			20210506101538.0
008			210506b |||||||| |||| 00| 0 eng d
022			_a1814-6627
040			_aMSU _cMSU _erda
100	1		_adu Plessis, E. C. _eauthor
245	1	0	_aAdapt or die: _bThe views of Unisa student teachers on teaching practice at schools/ _cE.C. du Plessis
264			_aPretoria: _bUnisa Press and Routledge, _c2010.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 7 , number 2 ,
520			_aThis study focuses on the views of Unisa distance education (DE) students enrolled for the Postgraduate Certificate in Education (PGCE) who had completed their teaching practice. The research questions were: What are student teachers’ experiences of the way in which Unisa prepared them for teaching practice, the school context in which they practised teaching, the mentoring they received or did not receive and the way they were assessed? Socio-constructivist learning and situated learning theory were used as the theoretical framework. A maximum variation sampling technique was used to select 16 participants who had completed 10 weeks of teaching practice to participate in the study. Data were collected by means of semi-structured interviews. The findings indicate that, in preparing students for teaching practice, all role players need greater clarity on what is expected of students with regard to learning outcomes, assessment criteria and lesson plans. Students need to be placed at schools that will provide constructive learning environments, mentoring teachers should receive training and there should be greater clarity on the who, what and how of the assessment of students during teaching practic
650	4		_aAssessment
650	4		_aDistance education
650	4		_aMentorship
700	1		_aMarais, P _eauthor
700	1		_aSchalkwyk van _eauthor
700	1		_aWeeks, F _eauthor
856			_uhttps://doi.org/10.1080/18146627.2010.515401
942			_2lcc _cJA
999			_c157007 _d157007