Teaching practice challenges faced by mechanical technology student teachers from a University of Technology in South Africa

This analysis focuses on challenges encountered by fourth-year Mechanical Technology student teachers in South Africa during their teaching practice, which is a component of Work-Integrated Learning (WIL). The study aims to identify specific difficulties faced by these prospective educators as they prepare lessons and instruct under the guidance of mentor teachers in school settings. This initiative is part of a broader national strategy to address teacher shortages by replenishing, replacing, and sustaining the teaching profession.

Why it matters

Addressing challenges in teacher training programs is crucial for ensuring a competent and sustainable teaching workforce. The effectiveness of Work-Integrated Learning directly impacts the quality of new teachers entering the profession, which in turn affects educational outcomes and national human capital development. Understanding and mitigating these challenges contributes to the long-term viability of the education system.

Key insights

• The paper explores challenges faced by 4th-year Mechanical Technology student teachers during their teaching practice.
• Teacher training in South Africa aims to replenish, replace, and sustain the teaching profession due to aging, retiring teachers, and natural attrition.
• Prospective teachers are inducted through higher education programs.
• Work-Integrated Learning (WIL) involves deploying student teachers to schools to observe mentors and practice teaching.
• Student teachers prepare lessons and instruct under the guidance of mentor teachers.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1795563