Learning to teach without school-based experience

Conundrums and possibilities in a South African context

Datos Bibliográficos

ID21494635
AutoresMaureen Robinson (0000-0003-1963-7629, Stellenbosch University, autor de correspondencia), Lee Rusznyak (0000-0002-6835-8215, School of Education, University of Witwatersrand, Johannesburg, South Africa)
Año2020
Volumen46
Número4
Páginas517-527
Fecha de publicación2020-08-07
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Education for Teaching International Research and Pedagogy (JOURNAL)
Identificadores de la revistaISSN: 0260-7476 • E-ISSN: 1360-0540
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02607476.2020.1800408
OpenAlexW3046502328
IdiomaEN
Citas recibidas12
Referencias citadas13

Covid-19 and the resultant national lockdown saw thousands of initial teacher education students in South Africa moving at short notice to online learning. For teacher educators this represented significant technical and pedagogical challenges, as they faced the task of adapting their teaching to an online modality, while simultaneously maintaining the academic integrity of their modules. Schools too were closed, creating the possible scenario that new teachers might graduate with little or no practical exposure to the classroom. A previously unheard-of question emerged, namely whether a period of immersion in schools was a non-negotiable in learning to be a teacher. Put otherwise - would it be possible to prepare good teachers while schools were closed for large parts of the year? The article outlines some debates relating to teacher education that emerged in South Africa during this time, linking these to the concepts of situational learning, relational learning and pedagogical reasoning. Questions are then posed as to the potential longer-term implications of this period for teacher education pedagogy in South Africa

Mathematics education · Notice · Pedagogy · Political science · Situational ethics · Sociology · Teacher education · Teaching method · Collaborative Teaching and Inclusion · Education and Critical Thinking Development · Psychology · Teacher Education and Leadership Studies

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