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Search Results for 'South Africa'
19 items found 1 / 2
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1   |   From section Theories & Approaches
How Can a Focus on Teacher Well-being in Pre-service Training Promote the Resilience of Primary School Student Teachers?
The focus of this paper is on how an induction course on Teacher Well-Being (TWB) infused as part of an exchange programme between one higher education institution, Oslo and Akershus University of Applied Sciences (HIOA) in Norway and three primary schools in South Africa, influence the professional development and resilience of the participating primary school student teachers.
Publication Year: 2017    |    Updated in ITEC: May 15, 2017
2   |   From section Trends in Teacher Education
South African Teacher Voices: Recurring Resistances and Reconstructions for Teacher Education and Development
This article will focus on the shifts in discourses about teacher education and teacher voice within the South African research and policy environment over the last four decades. The alignment of the political and educational agenda in providing resistance to the apartheid system culminated in 1994, the start of the new democracy.
Publication Year: 2014    |    Updated in ITEC: February 27, 2017
3   |   From section Preservice Teachers
Do Prospective Mathematics Teachers Teach Who They Say They Are?
The purpose of this case study is to investigate the professional mathematics teacher identity (PMTI) of prospective teachers in terms of how the individual perceives her professional identity and how that identity is actualised in the classroom. The participants were required to discuss and describe their own PMTI in terms of three aspects: mathematics specialisation, teaching-and learning specialisation, and caring. Subsequently, they were observed in the classroom, where the actualisation of their PMTI was considered in terms of the same three. These prospective teachers demonstrate that while they may certainly be teaching who they are, this is not necessarily who they think they are. They may believe that they are Mathematics Specialists, Teaching-and-learning Specialists, and Carers, but when they are observed at work in the classroom these specialisations are not necessarily, or at least not consistently evident.
Publication Year: 2014    |    Updated in ITEC: May 23, 2016
4   |   From section Theories & Approaches
Selecting Teaching Practice Schools across Social Contexts: Conceptual and Policy Challenges from South Africa
The article explores the question of placing student teachers for their field experience in schools for a diversity of social and educational conditions in South Africa. It outlines the criteria that a sample of teacher educators uses for placing student teachers in ‘suitable’ schools, and relates these criteria to placements in challenging social and educational contexts. Different conceptual models for understanding the link between Teaching Practice placements and a social justice approach to teacher education have been outlined, and a position advanced for understanding and developing the elements of the different models within their particular historical context. These conceptual models are helpful but not sufficient to capture the aspirations, pressures and dilemmas involved in preparing teachers for a range of schooling contexts.
Publication Year: 2014    |    Updated in ITEC: January 7, 2016
5   |   From section Teacher Education Programs
Towards a Whole-School Approach to the Pastoral Care Module in a Postgraduate Certificate of Education Programme: a South African Experience
This study explores the potential of adopting a whole-school approach to the pastoral care module in a Postgraduate Certificate of Education Programme to ensure that all newly qualified teachers practice effective pastoral care in their classrooms and promote the learners’ academic engagement and performance. A group-administered questionnaire was used to collect the opinion of 59 student teachers’ on the competencies they obtain from the module. The student teachers ranked knowledge first, beliefs and values second and skills third.
Publication Year: 2015    |    Updated in ITEC: November 10, 2015
6   |   From section Instruction in Teacher Training
‘Identity Work in A Dialogic International Teaching Practicum’
This paper reports on a dialogic model of international practicum, involving Australian pre-service students and two mentors on a 22-day placement in South Africa. The authors begin with a traditional qualitative case study of the practicum program, identifying benefits for some students.
Publication Year: 2015    |    Updated in ITEC: August 17, 2015
7   |   From section Preservice Teachers
Pre-service Teachers’ Pedagogical Learning during Practicum Placements in Special Schools
This article explores the pedagogical learning of South African pre-service teachers during a practicum in special schools. These placements do not only serve to promote an understanding of difference and disability. These pre-service teachers noticed aspects of pedagogy that had been less visible to them during previous practicum sessions in ‘mainstream’ schools. The authors conclude that a practicum placement in such settings has the potential to advance their pedagogical learning.
Publication Year: 2013    |    Updated in ITEC: June 15, 2015
8   |   From section Theories & Approaches
Leading An International Teaching Practicum: Negotiating Tensions in A Site of Border Pedagogy
This paper is a critical account of a particular experience of an Australian teacher educator leading an international teaching practicum in South Africa.
Publication Year: 2012    |    Updated in ITEC: August 23, 2013
9   |   From section Instruction in Teacher Training
Teaching Controversial Issues and Teacher Education in England and South Africa
This article outlines research on teaching controversial issues in initial teacher education in England and South Africa. This study suggested that obstacles to teaching controversial issues in schools and teacher education persist in schools in England and South Africa. The overall challenge for both societies that are the focus of this study is to ensure that all their teachers and teacher educators have the necessary skills, knowledge and confidence to handle controversial issues in their classrooms.
Publication Year: 2011    |    Updated in ITEC: May 23, 2012
10   |   From section Instruction in Teacher Training
Working with Learners’ Mathematical Thinking: Towards A Language of Description for Changing Pedagogy
In this article, the author explores the practices of four secondary school teachers in Johannesburg as they deliberately tried to shift their practices to focus on learners’ thinking through classroom talk. A set of codes is developed to describe teachers’ changing practices. The codes illuminate the similarities and differences across four secondary school mathematics teachers as they shift their practices to take account of learners’ thinking.
Publication Year: 2011    |    Updated in ITEC: November 21, 2011
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