Abstract
Teaching practice is a type of work-integrated learning as a period during which students work in the relevant industry to acquire specific in-service training to put theory into practice. It is an exercise aimed to expose student-teachers to the practical aspects of the teaching profession and to allow them to put their theoretical knowledge gained through classroom exchanges with their lecturers into practice. Undergraduate teaching practice is often separated into two six-week sessions that require students to participate in all elements of school life, including teaching, evaluation, and co-curricular activities. The study aims were to investigate the pre-service teachers regarding their classroom management and learner discipline during their teaching practice, so that they can be able to develop and maintain an environment conducive to teaching and learning. The study sought to determine the perceptions of the pre-service teachers regarding their classroom management and learner discipline during teaching practice. The study used qualitative methodology. The participants were teacher education students enrolled at a University of Technology. The study interviewed (10) 3rd year and (10) 4th year. Purposive sampling was used to collect qualitative data for third- and fourth-years students respectively. Thematic data analysis was employed. The results revealed a need for the pre-service teachers to be supported and inducted during their teaching practice, particularly on how to manage their classrooms and maintain discipline. The ability of pre-service teachers to manage classroom behaviour needs to be enhanced as it not only impacts on whether students can learn, but also establishes the environment and conditions under which students must learn. Classroom management is concerned with teachers' capacity to establish a functional learning environment.
Author Information
Victoria Mahlape Mokone, Central University of Technology, South Africa
Wendy Setlalentoa, Central University of Technology, South Africa
Paper Information
Conference: ACE2023
Stream: Teaching Experiences
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Mokone V., & Setlalentoa W. (2024) Pre-service Teachers’ Perceptions Regarding Classroom Management and Learner Discipline During Teaching Practice ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.139
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.139
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