Exploring student teachers’ professional development during teaching practice in an ODeL college in South Africa
DOI:
https://doi.org/10.38140/ijer-2026.vol8.1.09Keywords:
Professional development, student teachers, teaching practice, mentoring, thematic analysisAbstract
This study explores student teachers' professional development during teaching practice supervision at schools. Their professional development is important for enhancing student outcomes, and they need to continuously update their knowledge and skills throughout their careers. The participants consisted of ten B.Ed. 4th-year and PGCE students from an ODeL College of Education in South Africa. In this single case study, the researchers chose a qualitative exploratory approach, underpinned by Hudson's Five-Factor Mentor Model as the theoretical framework. Microsoft Teams was used for the semi-structured interviews, which were recorded and transcribed using thematic analysis. The findings revealed that student teachers were exposed to real-life working conditions. Mentors were instrumental in improving their professional capabilities through exposure to professional development practices. Furthermore, the student teachers gained practical strategies to manage classrooms effectively. This study supports the continuous professional development of student teachers through mentoring programmes and a collaborative-oriented approach with all stakeholders in the work-integrated learning environment. Future research may explore ways to address the challenges of supervising large student cohorts.
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