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Motivation to become a foundation phase teacher in South Africa
Version 2 2023-06-12, 07:25
Version 1 2023-06-09, 14:44
journal contribution
posted on 2023-06-12, 07:25 authored by Yusuf Sayed, Zahraa McDonaldMotivation 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 of 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.
History
Publication status
- Published
File Version
- Published version
Journal
South African Journal of Childhood EducationISSN
2223-7674Publisher
AOSISExternal DOI
Issue
1Volume
7Page range
1-9Department affiliated with
- Education Publications
Full text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2018-08-23First Open Access (FOA) Date
2018-08-23First Compliant Deposit (FCD) Date
2018-08-23Usage metrics
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