Crisis in teacher education in South Africa: the need to interrogate first- year student profile characteristics

Abstract

Research into the characteristics of student teachers prior to them entering teacher education programmes may be helpful in addressing the country’s national concerns about the quality of school education. Such research may mitigate to some extent the high teacher attrition rate and, consequently, the imminent shortage of teachers in South Africa. Considering the diverse nature of the first year intake of trainees and the need to mould them into highly motivated, creative and dedicated educators who will stay the course, the study set out to gain a better understanding of who our first-year teacher education students are. The study utilised a pragmatic approach and reports on quantitative data gleaned via a survey. A 138-item questionnaire was used to collect data from 195 first- year teacher education students. Key findings indicate that students’ parental education, financial circumstances and pathways to tertiary education are crucial elements that influence academic success and retention.