An exploration of preservice teachers' experiences of the higher diploma in education and aspects of their subject matter knowledge.

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dc.contributor.authorKelly, Victoria Louise
dc.date.accessioned2018-11-28T14:06:35Z
dc.date.available2018-11-28T14:06:35Z
dc.date.issued1995
dc.descriptionResearch report submitted to the Faculty of Science University of the Witwatersrand Johannesburg, in part completion for the Master of Science Degree,en_ZA
dc.description.abstractThree case studies were conducted involving Andrew, Ferrial and Mary. A number of aspects relating to their experiences were explored and are described in this report. In addition to their personal accounts, their views about the nature of science, science teaching and learning were sought. The study also surveyed HDE students' knowledge of certain concepts related to chemical bonding and acids and bases. The case studies were observed during their teaching practice to establish how the aspects mentioned above relate to their practices in the classroom. Data was collected through intervews, journals, classroom observation both in their science methodology classes and during teaching practice and diagnostic tests. It was found that school backgrounds influenced Ferrial's and Mary's perceptions of the HDE programme. They both appreciated those aspects of the metholodologies that were directly linked to preparation for teaching, such as the mini lessons, test design, the practical work, and enriching their knowledge of science concepts through discussing science content. Both were very anxious about their competence in teaching science. They considered the assignment work excessive, irrelevant, and frustrating and were sometimes not sure what was expected. Ferrial felt .they were given too much work. Andrew, on the other hand did not seem to find any problems. He liked the practical approach followed in the classes and appreciated the suggestions made. His experiences were more of a personal nature and related to the fact that he was engaged in part time teaching. Their conceptions of science, teaching and learning were modified rather than changed during the year of study. They were not always successful in trying out their theories of teaching and learning and applying the suggestions made in the HDE courses because such moves were sometimes unacceptable to their students or cooperating teachers. In Andrew's situation implementation of suggestions were impeded by lack of appropriate facilities. It was also found from this study that student teachers had several erroneous ideas about chemical bonding and acids and bases irrespective of the depth of their chemical background. It was further found that discussing chemical bonding helped the students change some of their ideas to more acceptable ones.en_ZA
dc.description.librarianAndrew Chakane 2018en_ZA
dc.identifier.urihttps://hdl.handle.net/10539/26141
dc.language.isoenen_ZA
dc.subjectScience teachers -- Training of -- South Africa.en_ZA
dc.subjectScience teachers -- In-service training -- South Africa.en_ZA
dc.subjectScience -- Study and teaching -- South Africa.en_ZA
dc.titleAn exploration of preservice teachers' experiences of the higher diploma in education and aspects of their subject matter knowledge.en_ZA
dc.typeThesisen_ZA
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