Evaluering van 'n stelsel van internskap aan die Windhoekse Onderwyskollege
Abstract
The curricula for teacher training make provision for the training of prospective teachers through a practical, career-orientated component of teacher training. Teaching Science and Subject Didactics are the co-disciplines where theory is converted into practical skills. Practical teaching provides the opportunities for this practice, which can take place in the training institution and at schools. If the aim of the
practical, career-orientated component of teacher training is not realized, the prospective teacher will be unable to carry out his/her task effectively at school. The problems which beginner teachers experience at school and which schools experience with beginner teachers indicate that the new teachers were probably not well enough prepared for their task in the classroom. Attempts to better prepare the beginner teacher for his/her task have
overseas led to the development of a variety of practice teaching models, of which internship is a well-known example. With internship or student internship in teacher training is meant the continuous practical training in the classroom, before or after the first teaching certificate has been obtained. Meaningful aid in training is given by skilled teachers and teacher trainers. This aid is founded on the principles of self-activity, own experience and gradual initiation into
the teaching practice. The USA set the example of a student internship system and The Windhoek College of Education (WCE) followed suit, in an effort to better equip
prospective teachers for their task in the actual teaching situation. It was hoped to thus decrease practice shock amongst beginner teachers. The first group of student interns were placed in neighbouring schools on an experimental basis for the last term of 1989 and the first term of 1990. The degree of success of the development of a subject curriculum such as student internship can be determined by means of subject curriculum
evaluation. When evaluating the student internship at WCE, criteria for an effective system of internship were determined. The criteria were derived from studying classroom-based teacher training models in general, and internship models in particular.
The information obtained from this evaluation can contribute to responsible formative and summative decisions regarding internship/student internship.
Collections
- Education [1686]