Internship as a Criterion for South African Educators' Registration

Autor/inn/en	van Tonder, Gideon Petrus; Fourie, Elsa
Titel	Internship as a Criterion for South African Educators' Registration
Quelle	In: International Journal of Educational Management, 32 (2018) 7, S.1333-1347 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-08-2017-0198
Schlagwörter	Foreign Countries; Internship Programs; Faculty Workload; Administration; Teacher Burnout; Stress Variables; Well Being; Labor Demands; Student Teachers; Student Teaching; South Africa + Suchen Sie Ihr Suchwort? Ausland; Berufspraktische Ausbildung; Verwaltung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Well-being; Wellness; Wohlbefinden; Arbeitskampf; Tarifkonflikt; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Purpose: The purpose of this paper is to explore the possible use of internships to support educators with the increase in their administrative, professional workload. Design/methodology/approach: This research utilised a mixed method approach. Quantitative and qualitative data was gathered. Pragmatism was the research paradigm. Two structured Likert scale questionnaires were used. Semi-structured interviews were conducted with purposefully selected in-service educators from schools. Findings: The participants in this study indicated that the increase in their administrative workload impacted negatively on their well-being, they were overwhelmed by the amount of documentation they had to compile, they indicated that assessment was difficult, that they did not have time to constantly adapt to changes, that they had limited opportunities for professional development. Educators said they suffered from anxiety, had high stress levels, were moody, physically and emotionally exhausted and considered to leave the profession. Practical implications: The implementation of an internship model could impact positively on educators' administrative workload. It could lead to a decrease in educators' administrative workload; lower stress levels and increased learner performance. Student educators will have opportunities to experience how a school operates, get feedback on their teaching skills, learn to discipline learners, attend meetings and serve as part of an educational team. Originality/value: In the light of the findings of this research it seems that the implementation of an internship model would provide opportunities to expose student educators to a real-life work experience and opportunities to work together with experienced educators acting as mentors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01