'n Vergelyking tussen twee skoolpraktikummodelle vir eerstejaaronderwysstudente aan 'n onderwyskollege

Abstract

The major purpose of this study was to assess which of the two school practice models is the most efficient for the training of first year student teachers at the "Durbanse Onderwyskollege". The following hypothesis for the empirical research was tested: There will be a difference in the achievements in lesson presentation by a group of first year students (experimental group) that followed the "Wednesday practice and the block observation" school practice model and another group of first year students (control group) that followed the "block practice and the Wednesday observation" school practice model at the "Durbanse Onderwyskollege" in 1983. The experimental design chosen was a pre-test/post-test true experimental design with randomization. From a homogeneous population of 114 male and female first year students enrolled at the "Durbanse Onderwyskollege" in 1983, two groups were selected at random to serve as experimental and control groups. The experimental group followed the Wednesday practice and the block observation teaching practice model, while the control group followed the block practice and the Wednesday observation teaching practice model. It should be noted that a pre-test and three post-tests were used in the research. Marks obtained in the subject Afrikaans during the evaluation lessons were used for the pre-test and post-tests. The pre-test was also used to establish whether the achievements of both the experimental and the control groups in the subject Afrikaans were on an equal basis before commencing with the research programme concerning the two teaching practice models. At the end of the teaching practice period (the second and third school terms of 1983) at the 13 primary schools, the pre-test and post-test marks obtained in the subject Afrikaans of the experimental and the control groups, were compared. No significant differences were found in the improved achievements of the experimental and control groups. Both the teaching practice models made a positive contribution towards the improved achievements of the experimental and the control groups. It was also found that block observation was as efficient as block practice in improving the achievements of both the experimental group and the control group respectively. Wednesday practice brought about an improvement in the achievements of the experimental group, while Wednesday observation resulted in a decrease in the achievements of the control group. The conclusion was reached that Wednesday observation should not be included in any school practice model. The BMOP30 computer programme for parametric statistics was used for the statistical analysis of the data obtained during the teaching practice programme at the 13 primary schools. A comprehensive questionnaire (which deals mainly with the choice between block practice or Wednesday practice) was sent to all persons involved in the research, after the teaching practice programme was completed. The questionnaire consisted of 50 "closed" questions and 6 "open" questions. The results of the questionnaire indicated clearly that the majority of the respondents (10 headmasters, 14 lecturers, 60 teachers and 114 first year students) favoured: (1) block practice; (2) block observation; (3) an observation period for first year student teachers; (4) that first year student teachers should be involved in a program of lesson presentation as well as a program of observation during teaching practice. The majority of the respondents rejected the idea that first year student teachers should only be involved in a programme of observation during teaching practice. The answers in percentages of the "closed" questions were supplied by the BMDP4F computer programme. On the grounds of results of the statistical analysis and of the questionnaire, the hypothesis for the empirical research was rejected. The Wednesday practice and block observation teaching practice model was found to be as efficient as the block practice and Wednesday observation teaching practice model. in improving the achievements of both the experimental group and the control group respectively. As a result the conclusion of this study is that first year student teachers at the “Durbanse Onderwyskollege" in 1983 were effectively trained by the application of both the teaching practice models as described in this thesis.