Resources for unit 1

1. Introduction

There is evidence that in most developing countries, teacher preparation at tertiary level combines candidates with professional preparation from high school and those without such experience.  These students enter the programme with different preconceptions about and perceptions of the teaching profession (Nizeyimana, G. & Osman, R., 2013). This unit explores first year student teachers’ perceptions of the teaching profession in the context of Rwanda.

Student teachers’ beliefs about teaching and the teaching profession play a vital role in determining the way they engage in learning for the career they are trained for.  Student teachers’ attitudes and beliefs affect the way they learn to teach. These beliefs are linked to:

·       The students’ image of the teaching profession before entering tertiary teacher education,

·       Their current image and conception of teaching during their first year at college or university,

·       Their attitude towards practicing the career after graduation, and

·       The socio-economic status of teachers within the socio-economic and political context of the country.

The beliefs of teacher candidates strongly affect what and how they learn and eventually how they approach teaching in the classroom. The analysis of the data shows that participants could be classified into four categories with reference to their interest in the career.

·       The traditionalist students

·       The Maverick Students

·       The convert students and

·        The reservationist students