The professional orientation of first year student teachers in a non-placement work-integrated learning program

Abstract

In 2019 a South African university adapted its program for initial teacher training to substitute school-based work-integrated learning in the first year with a non-placement campus-based program called Professional Orientation Program (POP). This paper deals with the rationale, aims and conceptualization of the program. It furthermore shares data collected from participating students regarding their expectations and experiences of the POP, their views on the contribution of the program to raising awareness of professional teacher identity, and suggestions to improve the POP. The findings in this article suggest that this non-placement WIL program positively influenced the development of students personal and pre-professional identities and created an awareness of the challenges posed by the profession, laying a solid foundation for teacher training. The focus on reflective practice promoted personal growth and invited students to self-directed learning and critical thinking that can bridge the gap between theory and practice. © 2020 International Journal of Work-Integrated Learning. All rights reserved.

Keywords

Author Keywords

Professional identity work-integrated learning initial teacher education Non-placement

Index Keywords

Author Affiliations

North-West University, Potchefstroom, North West, South Africa

Funding & Acknowledgements

No funding information

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The professional orientation of first year student teachers in a non-placement work-integrated learning program

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