Original Research

A comprehensive model for assessing student teachers’ professional competence through an integrated curriculum approach

Nhlanhla Mpofu, Mncedisi C. Maphalala
The Journal for Transdisciplinary Research in Southern Africa | Vol 14, No 2 | a486 | DOI: https://doi.org/10.4102/td.v14i2.486 | © 2018 Nhlanhla Mpofu, Mncedisi C. Maphalala | This work is licensed under CC Attribution 4.0
Submitted: 06 October 2017 | Published: 20 September 2018

About the author(s)

Nhlanhla Mpofu, School of Education, Sol Plaatje University, South Africa
Mncedisi C. Maphalala, Department of Curriculum and Instructional Studies, University of Zululand, South Africa


The purpose of this concept study was to propose a comprehensive model for assessing student teachers’ competences in teaching practice. The study answered the following question: How can student teachers be holistically assessed for teaching practice using a comprehensive model? Teaching practice is a crucial component of initial teacher education (ITE) preparation programmes. However, while teaching practice is one of the most widely studied areas in ITE, international studies indicate fragmented trajectories in the assessment of teaching practice. In addition, very few studies in South Africa have reflected on how assessment is done for teaching practice during ITE programmes. In most of these programmes, performance-based, observation-based, or on-demand assessments are given preference at the expense of others. Against this background, this study was designed to produce a comprehensive model for assessment of teaching practice during initial teacher preparation from the available literature. Epistemologically, the study was underpinned by social constructivism and theoretically supported by an integrated curriculum approach. The study followed a narrative literature review approach, focusing on studies that explored ways in which teaching practice is assessed in ITE. From this analysis, the study provided a holistic and comprehensive model for assessing student teachers’ professional competences during teaching practice.


assessment; integrated curriculum approach; teacher education; teaching practice


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