Investigating identity experiences of Wits student teachers in Acornhoek rural schools, Mpumalanga province
Date
2016-07-25
Authors
Kirumira, Hassan
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Abstract
This is a qualitative research project that draws on Gee’s (2005) and Wenger’s (1999)
conceptions on identity, to understand how teaching practice in rural Acornhoek schools of
Bushbuckridge municipality (Mpumalanga province) impacted on the identity of student
teachers. The study involved ten student teachers in their second and third year of Bachelor of
Education (B.Ed) studies at Wits School of Education ((WSoE). The research adopted a case
study approach. Data in this study was collected using semi structured interviews with student
teachers before and during the teaching practice period and the researchers’ field notes. The most
outstanding findings were that, student teachers negotiating their identity in the categories of
IDL1, IDL2 and IDL3. IDL1 is when the identity of student teachers shifted as they carried out
their teaching practice. IDL2 is when teaching in rural schools could not shift the identity of
student teachers and IDL3 is when teaching practice resulted into student teachers compromising
their identities. On the basis of these findings, recommendations were made. Student teachers
should have a deeper and informed understanding of what to expect in rural schools in order to
prepare them for the identity negotiations in rural schools contexts. In the findings it was
established that if teacher training institutions prepare student teachers with view of teaching in
rural schools, it would minimize identity challenges by student teachers in the rural schools
teaching practice because they will have prior knowledge about teaching in rural schools.
Description
A thesis submitted in fulfilment for the degree of
Masters of Education (M.Ed)
School of Education, Faculty of Humanities
University of Witwatersrand
JOHANNESBURG
February 2015