Work-integrated learning in initial teacher education: a model worth replicating
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Work-integrated learning in initial teacher education: a model worth replicating

Work-integrated learning in initial teacher education: a model worth replicating

News

SANTS commissioned JET Education Services to evaluate our B Ed students’ performance, against the expected outcomes of the B Ed programmes and standards set out by the Minimum Requirements for Teacher Education Qualifications (MRTEQ), during their work integrated learning (WIL)/practice teaching  period in 2015. In other words,  SANTS’ B Ed student teachers’ classroom performance was measured against the standards and criteria of what is expected of newly qualified teachers. Jet Education Services released the following statement:

Work-integrated learning in initial teacher education: a model worth replicating

by Maureen Mosselson — last modified Jun 08, 2016 10:06 AM

Evaluation of SANTS Private Higher Education Institution’s Bachelor of Education Programmes Work Integrated Learning (WIL) Component: Final Evaluation Report.

In 2015, SANTS Private Higher Education Institution (SANTS), formerly the South African National Tutor Service, commissioned JET Education Services (JET) to conduct an evaluation of the Work Integrated Learning (WIL) (teaching practice) component of the SANTS Bachelor of Education in Foundation Phase Teaching and Bachelor of Education in Intermediate Phase Teaching (BEd programmes) for initial teacher education (ITE). The evaluation study was intended to ascertain the extent to which the SANTS student teachers were putting into practice the knowledge, skills and techniques taught to them during their work integrated learning experiences and to provide SANTS with an independent perspective on their student teachers’ classroom performance.

The evaluation findings offer overall a very positive view of the sample of SANTS student teachers. With very few exceptions, a clear majority of the student teachers were found to perform at the expected levels for newly qualified teachers. SANTS student teachers were found to be viewed positively – in terms of their attitude and teaching skills – and SANTS as an institution is valued highly for the way it goes about its work. The student teachers themselves value the academic preparation and pedagogical support offered by SANTS.

The SANTS model of delivery thus seems to be impressive and worth replicating.

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