Pre-Service Teaching and Work-Integrated Learning (WIL) in A Diverse and Democratic South African School Setting: A Social Theoretical Perspective
DOI:
https://doi.org/10.32674/jcihe.v16i3.5985Keywords:
Work-integrated learning (WIL), South African schools, higher-education institutions, pre-service teachers, social learning, diversity and inclusion, education for sustainable development (ESD), Sustainable Development Goals (SDGs)Abstract
In diverse South African social contexts, what works best for pre-service teachers in order to gain the practical knowledge and abilities necessary for effective classroom instruction? This research will explore this question as it relates to work-integrated learning (WIL), the learning that occurs when students are linked with workplaces in their chosen field of study. The success of WIL models employed in South African schools varies, underscoring the need to identify the best practical and philosophical models. Several practical and theoretical models, including the block practicum model, the distributed model and the concurrent model, have been identified through a thorough assessment of the literature and a consideration of various universities as case studies that have adopted best-practice models. Effective WIL models should include a balance of theoretical and practical learning, appropriate support and mentorship, and collaboration between higher-education institutions and schools. Each of these models has strengths and weaknesses. Implementing WIL in South African schools faces significant challenges, including limited resources, insufficient infrastructure and a lack of coordination between tertiary institutions and schools. Specific challenges identified from the existing literature include a shortage of qualified supervisors and inadequate student preparation for the practicum. Policymakers should prioritize WIL in their education policies, allocate resources accordingly and promote collaboration between tertiary institutions and external stakeholders, such as schools and communities, to ensure the success of WIL. The framework that underpins this research is social learning theory, which places WIL in context because sociological learning occurs largely through observation. The article contributes to our understanding of how WIL models assist future educators (pre-service teachers) and schools in addressing the unique demands and difficulties of democratic and diverse South African classroom environments. This includes having specialized experts available and providing appropriate resources, such as professional development and support, to help student teachers during their practicum experience.
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