Social-emotional competence and personality traits as key drivers for student teacher well-being in a VUCA world Bokgoni ba ditsebo tsa maikutlo le kahisano, le ditshobotsi tsa botho jwalo dintlha tsa bohlokwa bakeng sa boiketlo ba matitjhere a Baithuti lefatsheng la VUCA

Abstract

Initial teacher education programs around the globe are aimed at equipping beginner teachers with competencies that will enable them to be successful practitioners in a volatile, uncertain, complex, and ambiguous (VUCA) world. In this South African study, aimed at conceptualising the competencies needed by early-career English teachers who specialise in the Senior (Snr) and Further Education and Training (FET) phase (Grades 8-12), data were generated through a mixed-method approach involving qualitative in-depth interviews with heads of departments (HODs), document analysis and quantitative online surveys administered to early-career English language teachers who had completed their studies at a university, focusing on their training and development during initial teacher training. The overall findings of the study suggest that while traditional competencies such as content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK) remain foundational, there is a pressing need to focus more on the development and support of affective domains such as social-emotional competencies and personality traits. These findings highlight the need for institutional practices that promote holistic student teacher development through accessing support services and acquiring the needed competencies to support their wellbeing during their studies and to ensure relevant competence when they start teaching.

Mananeo aqalang a thuto ya matitjhere lefatsheng ka bophara a reretswe ho hlomella matitjhere a qalang ka litsebo tse tla ba nolofalletsa ho ba ditsebi tse atlehileng lefatsheng le sa tsitsang, le sa tshepahaleng, le rarahaneng le le sa hlakang (VUCA). Phuputsong ena ya Afrika Borwa, e reretsweng ho hlahisa bokgoni bo hlokwang ke matitjhere a Senyesemane a dilemong tse qalang tsa mosebetsi oo ba ipabolang ka oona Mokgahlelong o phahameng (Snr) le wa Thuto le Kwetliso e Tswelang Pele (FET) (Mephato 8-12), deitha e ile ya hlahiswa ka mekgwa e fapaneng e kenyeletsang dipuisano tse tebileng tsa boleng le dihlooho tsa mafapha (HODs), manollo ya ditokomane le tlhahlobo ka dipatlisisopalo tsa khompuitha tse ileng tsa fuwa matitjhere a qalang a thuto ya Senyesemane a qetileng dithuto tsa oona yunivesithing, di tsepamisitse maikutlo ho kwetliso le ntshetsopele ya bona nakong ya thupelo e qalang ya matitjhere. Diphumano tse akaretsang tsa phuputso di fana ka maikutlo a hore le hoja ditsebo tsa ditlwaelo tse kang tsebo ya dikahare (CK), tsebo ya ho ruta (PK), le tsebo ya dikahare tsa thuto (PCK) e ntse e le tsa motheo, ho na le tlhokahalo e potlakileng ya ho tsepamisa maikutlo ho ntshetsopele le tshehetso ya dibaka tse amehang tse kang bokgoni ka ditsebo tsa maikutlo le kahisano le ditshobotsi tsa botho. Diphumano tsena di totobatsa tlhokahalo ya ditheo/ditsi tsa thuto ho kgothalletsa ntshetsopele ya matitjhere a baithuti ka kakaretso ka ho fumana ditshebeletso tsa tshehetso le ho fumana bokgoni bo hlokahalang ho tshehetsa boiketlo ba bona nakong ya dithuto tsa bona le ho netefatsa bokgoni bo nepahetseng ha ba qala ho ruta..