South African Journal of Childhood Education 7(1):a548 Motivation to become a Foundation Phase teacher in South Africa
Type
E-Journal
Authors
ISSN
2223-7682
Category
ECCE, Foundation
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Publication Year
2017
Publisher
Aosis OpenJournals, Durbanville, Cape Town, South Africa
URL
[ private ]
Pages
9 p.
Subject
Early childhood education, Primary education, Foundation Phase, Student teachers, Teacher motivation, Teacher education, Teacher supply and demand, South Africa
Tags
Abstract
Motivation to enter initial teacher education is a key concern in research globally and in South Africa specifically. Supply of teachers for the Foundation Phase is identified as a critical need in South Africa and understanding why individuals enter these programmes is crucial. In this context, this article explores what motivates student teachers to enter the Bachelor of Education in the Foundation Phase. Drawing on quantitative and qualitative data from a survey administered to first-year student teachers at three public higher education institutions in South Africa, this article examines the reasons why student teachers enrol in Foundation Phase Bachelor of Education initial teacher education programmes, highlighting the extrinsic and intrinsic reasons for doing so. The article concludes by drawing out the implications of the research into motivation to enter Foundation Phase teaching and how it relates to understanding and managing Foundation Phase teacher supply in South Africa.
Description
Article
Number of Copies
1
