Learning to teach without school-based experience

Conundrums and possibilities in a South African context

Dados Bibliográficos

ID21494635
AutoresMaureen Robinson (0000-0003-1963-7629, Stellenbosch University, autor correspondente), Lee Rusznyak (0000-0002-6835-8215, School of Education, University of Witwatersrand, Johannesburg, South Africa)
Ano2020
Volume46
Fascículo4
Páginas517-527
Data de publicação2020-08-07
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Education for Teaching International Research and Pedagogy (JOURNAL)
Identificadores do periódicoISSN: 0260-7476 • E-ISSN: 1360-0540
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02607476.2020.1800408
OpenAlexW3046502328
IdiomaEN
Citações recebidas12
Referências 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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