A Mixed Method Study About The Experiences Of Students And Lecturers Of Work-integrated Learning In Teacher Education

Abstract

The notion of “openness” in terms like “open distance learning” (ODL) often lacks conceptual rigidity, resulting in the careless use of the notion in whatever context distance learners find themselves. A case in point is work-integrated learning (WIL) of distance learners, for example in the teaching practice of UNISA’s education students. Work-integrated learning (WIL) is a defining element of a holistic educational strategy known as cooperative education, which advocates the formal integration of structured real-life experiences (workplace or community service) into the overall programme curriculum. To investigate the current model of teaching practice at a distance learning institution, data were collected by means of a literature review (including constructivist learning as theoretical framework), semi-structured and open-ended questions in interviews. The research highlights the need for more training in lesson planning, specifically training in specific learning areas, learning outcomes and assessment. It is also clear that South African WIL will need to be supervised in all stages of implementation to ensure that the set objectives are realised. The study highlighted the importance of practical teaching, as well as specific problems experienced by students and lecturers during practical teaching in an ODL context.