Lee Rusznyak
Biographic Data
| ID | 6510559 |
|---|---|
| NAME | Lee Rusznyak |
| GIVEN NAMES | Lee |
| FAMILY NAME | Rusznyak |
| SIGNATURE | RUSZNYAK L |
| AFFILIATIONS | University of the Witwatersrand |
| ORCID | 0000-0002-6835-8215 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Back to school: The impact of preparing student teachers to observe classroom practices
This article explores the assumption that student teachers are well-placed to observe teaching practices after spending years in the classroom. It reports on an in-depth analysis of the lesson observations written by three South African student teachers from different schooling backgrounds. At the beginning and middle of their first year of study, the participants watched a recorded lesson and were asked to suggest reasons for the teacher's actio…
Fifty years of teacher education in South Africa: Towards systematic learning and social transformation
The article tracks key moments in teacher education policy and curriculum in South Africa from the 1970s to the present day. Political and social features of education in each decade are outlined, from a racialised and fragmented system of teacher education, to the imagining of alternatives, and the imperative for educational transformation. The article pays special attention to the role of teacher education in a national agenda of social reconst…
What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics
Practicum assessment rubrics have a backwash effect on preservice teachers' learning through the criteria they transmit. This article presents a documentary analysis of ten rubrics used across six countries: South Africa, India, England, Singapore, Canada, and Sweden. We compare the dispositions, knowledge, outcomes, and reasoning. We use Legitimation Code Theory (LCT) to show how practicum assessments are legitimated differently. Some rubrics em…
Learning to teach without school-based experience: Conundrums and possibilities in a South African context
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 th…
Affordances and limitations of a special school practicum as a means to prepare pre-service teachers for inclusive education
As education systems worldwide embrace inclusive education in some form, pre-service teachers need to be prepared to be pedagogically responsive to diverse students and learning needs. While much learning for inclusion takes place in course work in higher education institutions, field experiences, including practicum placements, can complement this learning. Using Loreman's [2010a. “Essential Inclusive Education-Related Outcomes for Alberta Prese…
Pre-service teachers' pedagogical learning during practicum placements in special schools
Pre-service teachers' pedagogical learning during practicum placements in special schools
Affordances and limitations of a special school practicum as a means to prepare pre-service teachers for inclusive education
As education systems worldwide embrace inclusive education in some form, pre-service teachers need to be prepared to be pedagogically responsive to diverse students and learning needs. While much learning for inclusion takes place in course work in higher education institutions, field experiences, including practicum placements, can complement this learning. Using Loreman's [2010a. “Essential Inclusive Education-Related Outcomes for Alberta Prese…
Learning to teach without school-based experience: Conundrums and possibilities in a South African context
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 th…
Fifty years of teacher education in South Africa: Towards systematic learning and social transformation
The article tracks key moments in teacher education policy and curriculum in South Africa from the 1970s to the present day. Political and social features of education in each decade are outlined, from a racialised and fragmented system of teacher education, to the imagining of alternatives, and the imperative for educational transformation. The article pays special attention to the role of teacher education in a national agenda of social reconst…
What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics
Practicum assessment rubrics have a backwash effect on preservice teachers' learning through the criteria they transmit. This article presents a documentary analysis of ten rubrics used across six countries: South Africa, India, England, Singapore, Canada, and Sweden. We compare the dispositions, knowledge, outcomes, and reasoning. We use Legitimation Code Theory (LCT) to show how practicum assessments are legitimated differently. Some rubrics em…
Back to school: The impact of preparing student teachers to observe classroom practices
This article explores the assumption that student teachers are well-placed to observe teaching practices after spending years in the classroom. It reports on an in-depth analysis of the lesson observations written by three South African student teachers from different schooling backgrounds. At the beginning and middle of their first year of study, the participants watched a recorded lesson and were asked to suggest reasons for the teacher's actio…
Mathematics education (6 works) · Pedagogy (6 works) · Psychology (6 works) · Teacher Education and Leadership Studies (6 works) · Sociology (5 works) · Collaborative Teaching and Inclusion (4 works) · Political science (3 works) · Practicum (3 works) · Teacher education (3 works) · Educational Theory and Curriculum Studies (2 works)