Abstract

This study was conducted in the north Eastern Free State Province of South Africa. It investigated the teaching practice component of teacher education and compared its findings to the characteristics of effective teaching recommended in the research literature. The sample was randomly drawn from student teachers and their lecturers, primary and secondary school cooperating teachers, and learning facilitators. Questionnaires were developed and administered to collect the necessary data. The results indicate that teacher education institutions in this study do not lay the required emphasis on the most salient aspects of reflective teaching and learning in teaching practice. For this reason, effectiveness of the process is compromised. Possible areas of further research have been suggested to bring about more clarity on aspects of teaching practice and the extent to which its values are achieved.