@article{MAKHILLTSS20149422519,
    title = {Analysing the Instructional Challenges Experienced by Distance Education Pre-Service Teachers During Mathematics Teaching Practice},
    journal = {The Social Sciences},
    volume = {9},
    number = {4},
    pages = {251-260},
    year = {2014},
    issn = {1818-5800},
    doi = {sscience.2014.251.260},
    url = {https://makhillpublications.co/view-article.php?issn=1818-5800&doi=sscience.2014.251.260},
    author = {Moshe M. and},
    keywords = {Pedagogical theories,discursive classroom contexts,earner-centred, pre-service teachers,open distance education},
    abstract = {The purpose of this study was to investigate the challenges that influence 
  Open Distance Learning (ODL), pre-service teachers in the implementation of 
  pedagogical theories in diverse classroom contexts during the teaching practice 
  part of their training programme. A qualitative research approach in the form 
  of a case study involved the collection of data by means of a questionnaire 
  in which views of students who were registered for a teaching qualification 
  were sought. The pre-service teachers were asked to state the problems that 
  they encountered during teaching practice. The results were classified into 
  8 themes, namely; classroom management, learners negative attitudes, handling 
  large classes, learners poor communication, learner assessment, interruptions 
  of the teaching routine, lack of mentor guidance and passivity of learners that 
  hindered diagnosis and understanding of new concepts. The results point to problems 
  mainly attributed to local school contexts, such as shortages of resources, 
  poor seating arrangements in the classroom and absence of mentor teachers to 
  assist the pre-service teachers to create conducive learning environments. The 
  ODL pre-service teachers who had no access to face-to-face tuition to enable 
  them to emulate exemplary approaches of university tutors implementation of 
  learner-centered pedagogical approaches faced a number of challenges that are 
  reported in this study. Findings from the study can challenge and inform debate 
  on designing field experiences for pre-service teachers.}
    }