The effects of overcrowded classrooms are far-reaching for teachers and learners. Many parents base their decision on
whether to send their child to a particular school on the prospective number of learners in the child’s classroom (Mustafa,
Mahmoud, Assaf, Al-Hamadi & Abdulhamid, 2014:178). All teacher training institutions ought to ascertain whether they
offer appropriate teacher training programmes that will enable student teachers to deal with the numerous demands
associated with the teaching profession, among others, teaching in overcrowded classrooms. The aim of the research
reflected in this article was to explore student teachers’ challenges when teaching in overcrowded classrooms. An
exploratory research design and qualitative research approach was chosen as the appropriate methodology for this project.
Data was collected by means of a non-compulsory written assignment set out in student teachers’ teaching practice
workbooks. The theoretical frameworks used constructivist learning theory and socio-constructivist learning theory. The
research revealed that numerous problems were experienced by student teachers, who were teaching in overcrowded
classrooms. Guiding principles regarding support from lecturers, significant observation and the responsible engagement of
mentor teachers are suggested.

doi: 10.15700/saje.v36n2a1201