Pre-service Teachers’ Experiences of Learning Sesotho Content and Pedagogical Modules
Keywords:
Content; pedagogy; Sesotho; home language; student teachersAbstract
Teaching African languages at South African universities focuses on developing content and pedagogical knowledge (PCK). However, studies revealed a misalignment between content and pedagogy during pre-service teachers’ training. Although various studies on teacher education have been documented, very few have focused on highlighting gaps between the content and pedagogical modules taught during teacher education training. Hence, this study aimed to explore the student teachers’ experiences of learning Sesotho Home Language (HL) content and pedagogical modules in one higher education institution. The framework guiding this study was the sociocultural theory. A qualitative research approach was used to conduct focus group interviews with groups of 1st- and 2nd-year pre-service teachers and 3rd- and 4th-year pre-service teachers at the University of Free State. The students were sampled purposefully based on their enrolment in Sesotho HL modules. The data collected was analyzed thematically. Findings revealed challenges of limited language proficiency, curriculum mismatch, lack of teaching and learning resources, and unclear module guides, which might have contributed to curriculum misalignment between Sesotho HL content and pedagogical modules. The findings also showed that PCK inadequately prepared students to acquire the skills required to teach Sesotho HL at the school level. Thus, what student teachers are taught at the content level may not align with what is offered at the pedagogical level, with implications for the quality of Sesotho teaching and learning at the school level. Therefore, it is recommended that the curricula for both content and pedagogy in Sesotho HL modules be revisited in consultation with relevant stakeholders to address this misalignment and promote quality education in African Indigenous languages. Additionally, student teachers should be supported to overcome the challenges mentioned above.
https://doi.org/10.26803/ijlter.25.5.13
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