Foundation Phase male student-teachers’ experiences during Teaching Practice: Implications for Initial Teacher Training

The aim of this study was to explore experiences of Foundation Phase male studentteachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm. The study found that despite South Africa being a democratic country Foundation Phase is still viewed as a female space. Findings reveal that male student-teachers feel that in a democratic country, gender equality should be exercised. The study revealed that teaching profession is undermined. As much as participants reported about insecurities, they also reported about the benefits of being a male studentteacher in Foundation Phase specialisation. One of the benefits reported is knowledge and understanding of child development theories. The participants reported that during TP, they were seen as role-models, as father figures and resources. The research recommends that Initial Teacher Education Programme should do more in preparing male student-teachers venturing in Foundation Phase. The research also suggests that all stakeholders involved in education should have a programme focusing on developing teaching profession to be a prestigious profession. The government and all education stakeholders should also focus on gender equality within FP specialisation, both in Initial Teacher Education institutions and in schools