EXAMINING SUCCESS RATES OF TEACHER STUDENTS: AN ACTIVITY THEORY ANALYSIS
DOI:
https://doi.org/10.25159/0256-8853/577Keywords:
mixed mode programme, throughput rate, activity theory, gender, re-training, upgrading, teacher professional development, Advanced Certificate in Education (ACE)Abstract
Although much research has focused on the success and drop-out rates of full-time university students in South Africa, there are few studies that have focused on the success rates of teachers in teacher development programmes. The purpose of this study was to explore the success and drop-out rates of 691 teachers who were students of an Advanced Certificate in Education (ACE). The study utilised a mixed methods approach with the qualitative data being used to interpret and make sense of the quantitative data. Data were generated from student records, questionnaires and interviews. The findings revealed that success rates differed by gender and enrolment purpose (re-training or upgrading), with most of the female underqualified teachers being unable to complete the programme within the minimum time. An activity theory analysis identified various internal contradictions in the system, such as a mixed mode programme run within the same timetabling as full-time students, and demands of teaching duties coinciding with demands of student learning. The study recommends that Institutions of Higher Education (HEIs) that offer part-time programmes for full-time teachers should take greater care in designing their calendars, so that it alleviates instead of tightening the constraints under which teachers work. Greater support to at-risk students is required, which could include the option of extending the programme delivery over more than two years.Â
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Accepted 2015-11-06
Published 2015-11-06
