The making of a teacher: The rigour in pre-service teacher preparation for Teaching Practice by Universities

Pre-service teacher practicum socialises and exposes trainees to their eventual workplace, the classroom to contextualise theoretical knowledge gained in university. The process also enables them to teach real learners in real classrooms. This paper explores the rigour with which Bachelor of Education students at one South African university are prepared for teaching practice. Drawing on prominent conceptions of teacher professional knowledge by CochranSmith and Lite (2001), qualitative data generated from 20 student teachers through open-ended questions on a questionnaire, complemented by focus group discussions were analysed through open coding. Findings suggests that student teachers were rigorously prepared in content, some pedagogical aspects, learner motivation, handling diversity and professionalism. There was lack of preparation for classroom management, learner discipline, and teaching practical lessons. Students lacked exposure to micro-teaching. Preparation for practicum inter-alia should include all aspects of teaching and learning as this is the starting point for building education as a profession with opportunities for growth that sustain a teacher's craft over their career, not just a couple of years. Strong collaboration of the university, DBE and schools is vital if student TP is to achieve the intended purposes.