Pre-vocational education: teaching experiences of novice pre-vocational teachers at pre-vocational school.

Abstract

Pre-vocational education is the context in which the research was undertaken. The study explored how novice pre-vocational teachers experienced their teaching at one pre-vocational school. The literature review provided insight into aspects of pre-vocational education, experiences of novice teachers and the policy of inclusive education. It was also discovered that there is a lack of literature pertaining to pre-vocational education in South Africa. The qualitative data was examined through the lens of complexity theory which lent an understanding of how novice pre-vocational teachers navigated their way in a new and unfamiliar environment. The data also revealed that problems existed in pre-vocational education. The findings revealed that despite the challenges faced by novice pre-vocational teachers, a state of order emerged from the chaotic conditions. In making recommendations, it was noted that guidance and mentoring of novice pre-vocational teachers are vital in the teaching of learners with special education needs. It was further recommended that a needs analysis of pre-vocational education be conducted by the Department of Education.