Skakeling tussen sekondêre skool en universiteit met betrekking tot die praktiese onderwys van studente

Abstract

Practice teaching (student teaching) is one of the most important components in a student teacher's training programme. It creates a real setting within which the student can experience and realise the theoretical and practical training he has had. Only by bringing-into-practice his theoretical, insight, the student's training truly realises. Practice training at university (the so called institute practicum) is also a valuable training instrument, rut it is not a realistic and complete substitute for practice teaching. Practice teaching is a means by which the student is professionally and personally orientated for his future career. In the field of his subject he is availed of the opportunity to school himself in the long-term didactical strategies and to practise and put his teaching skills to the test. At the same time he is provided with an opportunity of gaining experience in teacher-pupil relationships, extra-curricular activities, organizational skills, teaching media, etcetera. In addition, practice teaching can also contribute to the shaping and strengthening of the student's Christian philosophy of life. To get the most out of practice teaching, it is of the essence that the school and university liaise closely with each other. A sound relationship of mutual co-operation must be established and via efficient channels of communication they should strive towards effectively availing each other of information and establishing a mutual understanding. Liaising, therefore implies a management task which is not only based on a partnership, but also functions on an inter-relatedness with other management tasks. Planning, organization, guidance and control of practice teaching should therefore .be regarded as a concerted management effort by the school as well as the university. Research has revealed that the above.-mentioned liaising is not quite what it should be. Students are frequently deprived of the opportunity of taking put in experiencing all that the teaching profession has to offer. A good example of this is the fact that in some cases, students are not allowed to set and evaluate tests, do playground duty, nor attend subject and staff meetings. Tutors are frequently totally uninformed about their particular role and task during practice teaching. This almost invariably results in the unprofessional and inefficient guidance of student teachers. Weak liaising between school and university is also reflected by the apparent indifference of certain universities to consult with headmasters as regards the planning and organization of practice teaching. Conclusively it is clear that meaningful and successful practice teaching is of the utmost importance to the student teacher. The optimal realisation of practice teaching can only take place if the school and the university acknowledge and accept each other as worthy training partners.