Trainee Teachers’ Experiences of Being Observed Teaching while on Teaching Practice: A Case of a Rural-Based University in South Africa

Paulinah Ndileleni Mudzielwana, Cosmas Maphosa


Teaching Practice (TP) is an important component of teacher training as it affords the trainee important practice before joining the world of work. The present study sought to gather student teachers’ experiences regarding how they felt when being observed while teaching, i.e. when they were on teaching practice, and implications of the findings on the enhancement of teacher preparation programmes. The study adopted a qualitative case study design in which a purposeful sample of twenty-five final-year Bachelor of Education students participated in the study. Data was collected through an open-ended questionnaire. Data were analysed for content thematically after coding. The study found that, under observation, trainee teachers felt nervous, fearful, unable to control learners, and feared being reprised by the observer. In some instances, they felt excited to teach and improved on practice over time. The study concludes that there were a plethora of challenges in participants’ experiences in teaching under observation. Recommendations for the improvement of the teaching practice component of teacher training are given.

DOI: 10.5901/mjss.2014.v5n16p393

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Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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