Die praktiese opleiding van onderwysers in onstabiele onderwystoestande

Abstract

1. Title The practical training of student teachers during unstable teaching conditions 2. Abstract Teaching Practice must be seen and accepted as an integrated part of the professional training of student teachers. The constitutional development in die RSA in 1984 resulted in tremendous political, social and economical changes. An important result was the country wide riot situation and the declaration of a state of emergency. In the Vaal Triangle the problem of the rent as well as the rejection of regional government had a great influence on the development of the riot situation that could not have been foreseen. The uncertain conditions that were documented in news papers as summarised by Snyman in her investigation concerning the crisis in black education in South Africa since 1985, television broadcasting, news bulletins and investigations like the Van der Walt commission, had a tremendous influence on the teaching profession. These conditions had a great influence on Teaching Practice of student teachers at schools. The influence of the riot situation and the uncertain conditions thereafter on teaching practice is the main theme of this script. On the 3rd of September 1984 Sebokeng College of Education, which was at that time centered in Zone 7 in Sebokeng was put on fire. The whole administrative section, including the staff room, the rector's office as well as all documentation, duplication facilities , computers, typewriters and most of the furniture was totally destroyed. Many schools had to be closed and others only functioned on a daily basis. The matric final examination wasn't written. The next years 1985 and 1986 were very uncertain concerning security. Students of the Sebokeng College of Education attended in 1985 and thereafter classes as usually but Teaching Practice couldn't take place as usually. The normal procedure before the riots was that students visited schools and lecturers visited these schools on certain days to evaluate lessons of students. All evaluation lessons were now being presented at the college for fellow students or at farm schools that were not influenced by the riots. Although the yearly moderation of Teaching Practice could take place at schools for Blacks in the Vaal Triangle in 1985, this was not made possible in 1986. There were no pupils at schools at the time moderation had to take place. For this reason farm schools had to be made use of. Although conditions have stabilized and schools function again as usual, a riot situation can again occur in future.

universities as well as other Education Departments, stipulate it clearly that Teaching Practice has to be done at schools and not at the teacher training institution only. The dilemma is that there are certain prescribed rules for Teaching Practice but during a riot situation these can't be put to practice, because of the uncertain safety conditions. The main questions to be investigated were:

a. How did the riot situation influence Teaching Practice of student teachers of Sebokeng College of Education? b. Can a model for Teaching Practice be abnormal teaching conditions? structured for The aim of this investigation was to indicate the influence the riot situation actually had on Teaching Practice. This investigation also suggests eight different alternatives for Teaching Practice during a riot situation. These two basic investigations were done by means of a structured questionnaire that was given to all principals in the Vaal Triangle. The results were that the riot situation had a tremendous influence on Teaching Practice and that conditions are at this stage being stabilized. The best alternative models for the normal Teaching Practice is to make use of schools for one or two days, to make use of farm schools and to let the principals inform the college if conditions are not suitable for Teaching Practice.