Work Integrated Learning (WIL): A Phenomenographic Study Of Student-Teachers’ Experiences

Abstract

The study investigated the work integrated learning (WIL) experiences of final year PGCE and BEd student teachers. The study sample consisted of 50 student-teachers selected randomly from 165 final year BEd and PGCE students. Each student was requested to complete an open-ended questionnaire based among other things on the issues which formed the object of the study. In-depth interviews were also held with 10 of the respondents selected randomly. Inputs from 10 purposively randomly selected schools were also considered. A phenomenographic method of data collection and analysis was employed. The results showed that around 50% of the students-teachers were not ready and not motivated to become teachers due to the following: learner indiscipline; lack of confidence due to subject content inadequacy; resources and facilities in schools not conducive to effective teaching; lack of support from some mentors; lack of adequate preparation before being sent to schools, for example on the use of LTSM (Learning-Teaching Support Material), chalkboard practice, lesson planning, development and presentation; lecturers who do not visit regularly, and in some cases students felt alienated when on practice. The study however highlighted the following for improvement in the WIL to stimulate student-teacher interest and effectiveness: strengthen the content delivery to build more confidence among learners, strengthen the pedagogical approaches to improve student-teacher knowledge and skills in inclusive teaching, human development and learning, curriculum management, etc. and improving the work experience practices to enhance students skills in the use of chalkboard, LTSM, lesson planning, development and implementation.

DOI: 10.5901/mjss.2014.v5n7p300