| Title | Chapter 4: Determining challenges pre-service teachers faceper their reflective thinking after a face-to-face excursion |
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| DOI | https://doi.org/10.4102/aosis.2024.BK486.04 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/486 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Adri du Toit, Neal Petersen & Iman C Chahine. Licensee: AOSIS (Pty) Ltd. The moral right of the editors and authors has been asserted. |
| Publisher | AOSIS |
| Long abstract | Pre-service teachers face many challenges as they embark on their learning journey to becoming in-service teachers. These challenges are the focus of this chapter through the reflections written at the end of a face-to-face work-integrated learning excursion at North-West University in South Africa. The reflections were based on a ‘making thinking visible’ strategy entitled, connect-extend-challenge. There is a paucity of research on the effectiveness of ‘making thinking visible’ strategies. This qualitative study attempted to determine what information can be gleaned from one of these strategies. The primary research question guiding this chapter focused on what themes emerged from the reflections using this making thinking visible strategy. This study analysed 300 randomly selected reflections written at the end of theexcursion by the pre-service teachers. Four main categories of challenges for these pre-service teachers were identified, including emotional, physical, intellectual and professional and interactional qualities. The emotional qualities of teaching are of the utmost concern of the preservice teachers especially in the area of trauma-informed teaching. These findings provide valuable information for teacher preparation programmes. The findings offer faculty information regarding the thinking of these pre-service teachers and the challenges of teaching they perceive as being the most salient to address during their preparation while studying at the university. |
| Print length | 25 pages |
| Language | English (Original) |
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Ann Haley MacKenzie is an associate professor of Science Education at Miami University (Oxford, Ohio). MacKenzie is an award-winning educator and researcher. She earned her doctoral degree (PhD) in Curriculum and Instruction at the University of Cincinnati and her bachelor’s degree (BA) in Biology and Biology Education at Purdue University. She was the editor of The American Biology Teacher and is currently the editor of The Science Teacher. MacKenzie is an extraordinary professor at North-West University, Potchefstroom, South Africa, in the Research Unit of Self-Directed Learning and worked with the University of Johannesburg in the Science and Mathematics department. She currently serves on the Advisory Alumni Board for the College of Sciences at Purdue University, Indiana, United States of America (USA). Her areas of research focus on self-directed learning (SDL), the perceptions of teachers in engaging learners who experience chronic trauma, the use of AI by pre-service teachers in creating innovative inquiry-based lessons and exemplary teaching practices. MacKenzie is involved in research focusing on the indigenous Myaamia people for whom her university is named.