Abstract
This qualitative study is an investigation of final years Social Science education students’ perceptions of Social Science teaching and learning in South African multicultural classrooms. The current South African schooling landscape is of a multicultural setting, where learners from different racial, ethnic, cultural, and socio-economic backgrounds are admitted. This study seeks to ascertain the perceptions of student teacher’s engagement with diverse learners in Social Science multicultural classroom and the influence it has on the teaching and learning project. Through a qualitative research methodology, data was gathered from Focus Group Discussion (FGD) sessions with three groups of five teacher education students from the same race, in their final year, specializing in Social Science teaching. The results of the study indicate that student teachers find the teaching of Social Science in a multicultural classroom very challenging, irrespective of their race, culture, or socio-background. The study therefore recommends regular exposure to diverse learners through mandatory teaching practice at multicultural schools, appropriate training, and development throughout the students’ teacher training with supported policies and integration of social justice into the curriculum content.
Author Information
Titus Williams, Central University of Technology Free State, South Africa
Paper Information
Conference: ACE2023
Stream: Learning Experiences
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Williams T. (2024) A Qualitative Perspective on Student Teachers’ Experiences of Social Science Teaching and Learning in South African Multicultural Classrooms ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings (pp. 1449-1460) https://doi.org/10.22492/issn.2186-5892.2024.120
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.120
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