Learning to teach without school-based experience
Conundrums and possibilities in a South African context
Bibliographic Data
| ID | 21494635 |
|---|---|
| Authors | Maureen Robinson (0000-0003-1963-7629, Stellenbosch University, corresponding author), Lee Rusznyak (0000-0002-6835-8215, School of Education, University of Witwatersrand, Johannesburg, South Africa) |
| Year | 2020 |
| Volume | 46 |
| Issue | 4 |
| Pages | 517-527 |
| Publication date | 2020-08-07 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2020.1800408 |
| OpenAlex | W3046502328 |
| Language | EN |
| Citations received | 12 |
| References cited | 13 |
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
Supporting a Tsonga learner living with Bardet-Biedl syndrome, a rare complex disability
Suggestıng an onlıne practıcum model on an exploratıon of the learnıng gaıns ın an EFL remote teachıng practıce course
The goals of the school-based experience (practicum) in pre-service teacher education
Impact of the Covid-19 pandemic on student teachers
The Covid-19 pandemic and its effects on teacher education in England
We’re all struggling’
Online teaching placement during the Covid-19 pandemic in Chile
Beyond reactive responses to enduring growth
Online teaching and learning practices in teacher education after Covid-19
Understanding ‘learning to teach’ through the experiences of Filipino teachers working while pursuing graduate studies in Thailand
Connecting collaborative practicums to beliefs
Loin des yeux, loin du cœur ? Représentations de la dimension affective de la relation avec les élèves et étudiants pendant le confinement dans les récits des enseignants du secondaire et du supérieur
| Unique citing works | 12 |
|---|---|
| Citations per year | 2 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |