Science Preservice teachers’ work integrated learning (WIL) experiences with mobile devices: A Case Study of Southern African Countries

Mobile devices such as Smartphones, laptops, and tablets have emerged as valuable tools for supporting work-integrated learning (WIL) for various practice field such as teacher education. These devices facilitate access to teaching and learning resources such as videos and learning management systems and thus improving students' competence in teaching content subjects such as science while promoting independent learning for preservice teachers. The purpose of this qualitative multi-case study was to explore the barriers, problems, and challenges science preservice teachers experience while using these devices in the classroom. Technological Pedagogical Content Knowledge (TPACK) was used as a theoretical lens for examining the various elements that relate to the teaching of science content with mobile devices and apps in schools during fieldwork. Data collection included 10 participants from each of the three Southern African Countries (Lesotho, South Africa and Zimbabwe) and in-depth interviews was used to understand challenges and benefits faced during WIL in schools. Observations included two participants in each country. Data was transcribed into texts and coded and categorized into various themes for developing the narrative accounts that explain document analysis, the observations and interview data. The results of thematic analysis showed that used multiple devices such as laptop and tablets simultaneously and raised challenges such as lack of focus, difficulties in multitasking in teaching science. Recommendation is that teacher education programs should provide training to preservice teachers on how to manage multiple mobile devices. Preservice teachers also reported challenges with working with mentor teachers with the use of mobile devices. The results can lead to collaboration workshop with mentors by guiding science subject advisor and collaborating with mentoring schools on how to improve the status quo and assist in planning pedagogy and facilitating mobile-enhanced learning environments in both teacher education and in schools.