‘My heart keeps getting in the way’ : a collaborative journey towards holistic support for pre-service teachers during teaching practice

MEd (Special Needs Education), North-West University, Potchefstroom CampusTeaching practice is an important component of any teacher training programme as it provides an enriching opportunity for pre-service teachers to engage in real-life teaching activities. But because of the challenges they encounter, it can also prove to be a make-or-break phase for them, influencing their perception of the whole teaching profession and even leading to their leaving the profession before or during their first years of teaching. This study aimed to explore pre-service teachers’ experiences of holistic support during and after teaching practice. Providing for the individual and unique needs of pre-service teachers is an integral component of the teaching practice process that deserves the attention of role-players, including teacher educators, higher education institutions, schools and mentor teachers. In this study, participatory action learning and action research (PALAR) cycles were combined with data generation methods such as photovoice, a future-creating workshop and reflective group conversations. These vehicles assisted in the collaborative conceptualisation of the challenges and needs of the pre-service teachers or co-researchers during and after teaching practice. The co-researchers and I devised possible ways of improving holistic support during and after teaching practice. Five final-year (fourth-year) pre-service teachers at the North-West University, Potchefstroom Campus, participated in the study. The findings showed that in most cases pre-service teachers had negative perceptions and experiences of holistic support, during and after teaching practice. A feeling of isolation was identified as a recurring challenge faced by pre-service teachers during teaching practice. The lack of support from role-players such as the mentor teacher, the teaching practice administrative office and pre-service teacher liaisons also contributed to the negative perceptions and experiences.Master