Transcript A new animal in the zoo Pre-service teachers’ perspectives on the learner output from the new FET (schools) curriculum Liezel Frick Centre for Teaching.

A new animal in the zoo
Pre-service teachers’ perspectives on the learner output
from the new FET (schools) curriculum
Liezel Frick
Centre for Teaching and Learning
1st Annual Conference on Teaching and Learning
22-23 May 2007
Protea Hotel, Stellenbosch
Introduction
• South African higher education sector anticipating
the changes in first-year student intake
• New Further Education and Training (FET)
curriculum for schools (Grades 10-12)
• Overview of the implementation
• PGCE students’ reported observations during their
practice training
• Findings
• Implementation of the new curriculum and the
preparation of learners
• Typical challenges learners will have to face in their
first-year identified
• Tentative suggestions
• How schools and the university sector can
collaborate to increase higher education candidates‘
preparedness for further study
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Preliminary results: PGCE questionnaire (N=42)
• School visit during whole of third term (2006)
• Schools where school visit took place
• Diverse schools within easy traveling distance from
Stellenbosch
• Including areas such as Stellenbosch, Somerset West,
Strand, Paarl, Wellington, Kuilsriver, Brackenfell, Bellville,
Cape Town
• Including private schools, former model C schools, schools
in previously disadvantaged areas
• Grades taught by PGCE students
• Mainly grades 8-11
• Grade 12 preparing for final exams
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PGCE Questionnaire
Curriculum specialization areas covered
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Afrikaans (8)
English (14)
Xhosa (2)
Mathematics (6)
Mathematical Literacy (9)
Computer Studies (1)
Accountancy (6)
Economics (4)
Business Management (5)
Life Science (Biology) (10)
Science (11)
History (2)
Geography (6)
Speech and Drama (4)
Art and Culture (2)
Life Orientation (23)
Perceived ways in which learners are
prepared for university through current curriculum
PGCE questionnaire
• Evident that interpretation and implementation of new
curriculum dependent on school and/or teacher
• Although only (positive) ways in which curriculum contributes
to preparedness were asked in this question, students noted a
number of limitations (see next slide)
• Positive
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Wide choice of subjects
Emphasis on correct subject choices
Life Orientation provides coping skills
Practice-based nature of curriculum
High level skills development
Greater learner involvement in classes
Emphasis on searching for information
Group work
Independent, self-reflective, critical thinking encouraged
Continuous assessment
Perceived limitations of the current
curriculum in preparing learners for university
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PGCE questionnaire
Implementation largely dependent on teacher
Lack of guidance to learners
Lack of skills
Focus on skills development leads to lack of
emphasis on content
• Lack of coherence between different grades
• Assessment
• Doubts about compulsory nature of Mathematics/
Mathematical Literacy
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Perceived typical challenges
first-year students have to face
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Study area
Academic challenges
Social challenges
Individual challenges
PGCE questionnaire
Perceived input of schools in
preparing learners to deal with challenges
PGCE questionnaire
• Academic preparation
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Life Orientation
Increased workload in Grades 11 & 12
Continuous assessment promotes continuous studying
Homework
• Skills
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Focus on practical skills
Searching for information
Identification of core facts
Study methods
Note-taking
Critical thinking
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Strong school ethos where hard work is encouraged
Student exchange programmes
Giving learners more responsibility
Fostering independence and self-discipline
Suggestions on how schools
can better prepare learners for university
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PGCE questionnaire
Curricular input
Teaching and learning
Guidance
Focus on individual
development
Suggestions on how the university
can address the needs of first-year students
PGCE questionnaire
• University involvement in schools
• Teacher development
• Open days
• Spend a day with a student volunteer
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More information on career choices
Involve Grade 12 students in university projects
Demand reading comprehension before acceptance
Extra classes at schools
Investigate correspondence between FET curricula and that of 1st year
modules
• Development modules
• Focus on so-called “bridging courses”
• Before starting 1st yr
• Compulsory modules in languages, logic and Mathematics
• Focus on critical thinking skills, self-discipline, study management and
dealing with large workload
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Suggestions on how the university
can address the needs of first-year students
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Orientation
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Academic support
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Emphasize available facilities
Emphasize class attendance
Explain individual responsibility
Emphasize importance of
information given in orientation
Committee to focus on 1st yr
needs
Provide space for student
complaints and indicate where
changes are made
Improve communication on
campus
Continue workshops on time
and stress management and
writing
Continue counseling services,
mentor system
Improve tutor system
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PGCE questionnaire
Teaching and learning
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Provide summarized introduction to
module components
Provide study guides
Smaller student to lecturer ratio
Encourage study groups
Make use of tutorials
Do revision
WebCT is making a positive
difference
Way forward….
• Continuation of project in 2007
• Output
• Resource for lecturers of first-year modules and programme
planners
• Collaboration with lecturers at Faculty of Education
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