Science student teacher’s perceptions of good teaching
The purpose of this study was to explore the science student teachers’ perceptions of good teaching at a university of technology. A descriptive survey research design was employed to derive responses from a convenience sample size of 50 senior students enrolled in the Bachelor of Education (Further Education and Training band): Natural Sciences programme. Data were collected by means of a semi-structured questionnaire. Descriptive statistics and themes were used to establish student’s perceptions. Results revealed that, amongst others, the nature of the subject and teaching strategies employed are perceived to influence what students perceived as good teaching. Results showed that good teaching was synonymous with good lesson delivery. There is a need for the provision of a supportive learning environment in which lecturers conceptualise their role as subject specialist-cum-teachers and scaffold learning effectively to promote effective interaction with the students.
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