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Cited by 44Teacher Education and Leadership StudiesSocial Skills and EducationValues and Moral Education

The DOI matches its Crossref record; 37 of the 38 references it cites were found in a registry or an index.

Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice

Open access
Arasomwan, Deborah A., Mashiya, Nontokozo·2021·South African Journal of Childhood Education
DOI 10.4102/sajce.v11i1.700
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Abstract

Background: In South Africa socio-economic problems such as poor health conditions, juvenile delinquency, high rates of school dropout and teenage pregnancy are increasing. Therefore, it is vital to prepare foundation phase (FP) pre-service teachers to fortify children with basic life skills (LS) that will help them to cope with real-world challenges and demands. Aim: The study is aimed to explore the experiences of pre-service FPLS teachers during their teaching practice. Setting: This qualitative case study was conducted in the FP department of a teacher-training institution at a South African university. Methods: Twenty final-year pre-service teachers were purposively selected to participate in semi-structured interviews and reflective writing exercises. Thematic analysis was used to analyse the data, and the classification of the emerging themes was informed by Vygotsky’s sociocultural theory. Results: The findings revealed pre-service teachers’ experience of support from mentors, a struggle with implementation of FP curriculum, realities of classroom interaction, inefficient language of interaction for the FP classroom, and a lack of awareness of the importance of LS as a subject. Conclusion: The study argues that to improve the pedagogy of future LS teachers, a review and reform of the LS teacher-training curriculum are necessary. This curriculum needs to provide more extensive micro-teaching that promotes teachers’ general proficiency in the home languages of their learners and equips them with effective teaching strategies. The implementation of the LS curriculum needs to be regularly evaluated to ensure that these skills are imparted to young learners for their individual benefit and for the benefit of society.

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Citations

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Show all 38 references

Research works printed but not linked: 13

  1. Abrahamson, 2017, The SAGE encyclopaedia of out-of-school learning
  2. Amineh, 2015, Journal of Social Sciences, Literature and Languages, 1, 9
  3. Arasomwan, 2018, Rethinking teaching and learning in the 21st century proceedings, 203
  4. Ansar, 2018, Studia Humanitatis, 3, 1885
  5. Department of Basic Education, 2011, Curriculum and assessment policy statement, Grades R-3
  6. Dippenaar, 2011, Journal for Language Teaching [Ijenali Yekufundzisa Lulwimi; Tydskrif vir Taalonderrig], 45, 32
  7. Dixon, 2018, Journal of Education, 71, 6
  8. Krishnan, 2010, Presented at the early childhood council annual conference ‘valuing care’, Christchurch Convention Centre
  9. Naude, 2020, Teaching life skills in the foundation phase
  10. Sheldon, 2015, Life skills in the foundation phase: A multiple case study into how life skills are enacted in two grades 3 classrooms in Johannesburg
  11. Van den Akker, 2009, An introduction to education design research, 37
  12. World Health Organization, 1994, Life skills education for children and adolescents in schools, Pt. 3, Training workshops for the development and implementation of life skills programmes
  13. World Health Organization, 2003, Skills for health: Skills-based health education including life skills: An important component of a child-friendly/health-promoting school

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Metadata

Authors
Arasomwan, D. A., & Mashiya, N.
Affiliations
University of KwaZulu-Natal (ZA)
ORCID
Mashiya, Nontokozo
Venue
South African Journal of Childhood Education
Publisher
AOSIS
Published
2021-03-11
Volume
11
Issue
1
ISSN
  • 2223-7674 (ISSN-L)
  • 2223-7682
DOI
10.4102/sajce.v11i1.700
OpenAlex
W3132298883
Cited by
31
References
38
Citations by year
2026: 9 · 2025: 3 · 2024: 7 · 2023: 6 · 2022: 3 · 2021: 2
FWCI
7.91
Type
journal article
Language
en
Open access
Licence
Locations
  • South African Journal of Childhood Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Social Skills and Education
  • Social Sciences › Education › Values and Moral Education
Keywords
life skills education, pre-service teachers, teaching practice, Foundation Phase, teacher education curriculum, mentor support, classroom interaction, microteaching, sociocultural theory

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CoChat. (2026). Citation check: Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice. https://app.cochat.ai/papers/10.4102/sajce.v11i1.700
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Arasomwan, D. A., & Mashiya, N. (2021). Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice. South African Journal of Childhood Education. https://doi.org/10.4102/sajce.v11i1.700