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

2. Traditionalist students

In the study, traditionalist students are those who had a positive perception of the teaching career before entering former KIE. They enjoy the training that they are undergoing and have a positive view of their future career.  According to Sears et al. (1987; 1994), they seriously consider teaching as their career and are, therefore, service oriented.

Example of how traditionalist student feel: Yes, it [being a teacher] motivates and encourages me. As I told you, it’s me who requested to be sent to KIE. I wanted to be a teacher. When I am studying, my goal is to pass and pass with good grades. Then, the knowledge I will gain from here will help me to do the work after my studies. I will do it as required because of my full commitment to study for the profession.

3. Maverick students

They are those who are not really motivated or attracted by the teaching profession. These are students who entered teacher education at former KIE because of other variables, such as government sponsorship.  They pointed out that they did not intend to be teachers, but because they were government-sponsored to study education and could not pay for private university education in a field of their choice. They finally ended up changing their minds and accepting teacher education.  For them, this career would only be performed as a last job opportunity.

4. Convert students

They are those who initially did not see their career in teaching but who, once they were admitted to the teacher education programme, showed a strong commitment to the job. They initially had a negative image of the teaching profession when they were still at high school, however, after they entered a teacher education programme at former KIE, they had to change their minds (often unwillingly) and accept to do it because they did not have any other choice. They thus committed themselves to the profession.

Two out of ten students without professional preparation fall into this category. One of them said: “When you have already accepted and liked the idea of being a teacher, you are motivated. It’s a matter of being aware of the profession”. Another testimony: “Once here, you just accept it against your will, and you study as other students do. By changing your mind, you end up liking it [teaching] and understand that you can live any kind of life. From there you don’t get bored, but you study hard for your personal growth and development”.

5. Reservationist students

They are those who did not expect to be teachers.  They were against doing the work they were training for. They have a vision different from that of the teacher education institution. They study the programme in order to get degrees and then run away from the teaching career to more comfortable and paying jobs. For them, the teaching profession in Rwanda is problematic. They argued that teachers are struggling with life in miserable socio-economic conditions due to their low salary.

They are absolutely against doing the work they were training for. They were not motivated to do teacher education. They were doing it because they did not have any other alternative. These students do not see themselves as being teachers.

Testimony: When I (researcher) asked her whether she would go to teach after her studies at former KIE, she ironically and laughed loudly: “Hahahahahaha!!!! […]. I cannot because, from the bottom of my heart, I don’t like to teach” . She argued that she wanted to be respected and joining the teaching career would not allow her to achieve this aim.

Reflection question:

Based on the typologies discussed above, identify the type of student teacher you consider yourself to be at the moment. Are you a traditionalist, a maverick, a convert, or a reservationist? Justify your choice and share with your classmates.