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Exploring the trajectories of preservice teachers' preparation in Business Studies and its impact on their teaching practice experience in South Africa

Author

Listed:
  • Adebola Oyinlola

    (Lecturer, School of Social Sciences and Language Education, Education Faculty, University of the Free State, South Africa)

  • Valentine

    (Lecturer, Department of Mathematics Natural Sciences and Technology, Education Faculty, University of the Free State, South Africa)

Abstract

The successful training of preservice teachers in South African universities will be incomplete without the intervention of high school teachers, principals, and other stakeholders in education. It has been discovered that preservice teachers who teach Business Studies (BS) as one of the Economic and Management Sciences (EMS) subjects during teaching practice (TP) do not get enough assistance from their mentor teachers as they ought to because they are overloaded with much teaching work at this time. Therefore, the study aims to explore the different trajectories that preservice teachers take in their preparation for teaching Business Studies, the challenges 4th-year preservice teachers who specialise in EMS subjects encounter, how they overcome them, and how these trajectories impact their teaching practice experience. Overall, the study seeks to improve the quality of Business Studies education in South Africa by providing insights into the preparation and experiences of preservice teachers. Six fourth-year preservice teachers who taught Business Studies in Grades 10 and 12 were selected for the study to reflect on their experiences during teaching practice; hence, reflection was used as the data source for the study. Experiential learning theory was used as the lens of the study. At the same time, the interpretivism paradigm was adopted to understand individual preservice experiences. A case study was used as the design, and thematic analysis was adopted to analyse the data generated. The study found that preservice teachers who teach BS during TP face challenges such as a lack of Learning and Teaching Support Materials (LTSM), being assigned too much work to do, and the fact that BS has too much content to teach. Despite the challenges, these preservice teachers were creative enough to develop solutions, like designing posters without teaching resources and using practical examples to explain content for better understanding and parental involvement in class decisions such as discipline. Key Words:Business Studies, Preservice teacher, teaching, challenges, Preparation, Teaching practice

Suggested Citation

  • Adebola Oyinlola & Valentine, 2023. "Exploring the trajectories of preservice teachers' preparation in Business Studies and its impact on their teaching practice experience in South Africa," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 12(4), pages 446-453, June.
    • Handle: RePEc:rbs:ijbrss:v:12:y:2023:i:4:p:446-453
    DOI: 10.20525/ijrbs.v12i4.2602
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    References listed on IDEAS

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    1. Haradhan Kumar MOHAJAN, 2018. "Qualitative research methodology in social sciences and related subjects," Journal of Economic Development, Environment and People, Alliance of Central-Eastern European Universities, vol. 7(1), pages 23-48, March.
    2. Thuthukile Jita & Paul Nwati Munje, 2022. "Preservice Teachers’ Mentorship Experiences during Teaching Practice in a South African Teacher Preparation Program," International Journal of Higher Education, Sciedu Press, vol. 11(1), pages 140-140, February.
    3. Harsono & Susi Yulia Rosanti & Noor Aslinda Abu Seman*, 2019. "The Effectiveness of Posters as a Learning Media to Improve Student Learning Quality," The Journal of Social Sciences Research, Academic Research Publishing Group, pages 97-103:1.
    4. repec:arp:tjssrr:2019:p:1046-1052 is not listed on IDEAS
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