Novice teachers’ perceptions and experiences of the practical learning module and their preparedness to teach in the foundation phase of schooling

Abstract

This study explored novice teachers’ perceptions and experiences of a Practical Learning Module. It addresses the problem of novice teacher efficacy, working from the premise that teacher quality affects education quality. Theoretically, it is underpinned by Bandura’s Selfefficacy theory. The study delved into the experiences and perspectives of the unit of analysis, which are novice teachers, by recognising the importance of self-efficacy, as a crucial component of effective teaching and learning. This qualitative interpretive study adopted a single case study methodology, employing document analysis, semi-structured individual interviews, and focus group interviews for data collection. Through the analysis of the data, several key themes emerged, including a misalignment between the official/intended curriculum and its actual implementation, the theory-practice divide, the transformative experience of navigating two distinct pedagogical environments (termed “reality shock”), the cultivation of self-efficacy through the agency of student teachers, and the influence of triadic relationships on novice teacher readiness to teach. This study attempts to offer valuable insights for the implementation of a more practical module, which would enhance student-teacher engagement and foster deeper learning experiences.