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    Becoming a teacher

    Research on the work-integrated learning of student teachers

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    Author(s)
    Mentz, Elsa
    De Beer, Josef
    Petersen, Neal
    Van Vuuren, Herman J
    Botha, Carolina
    Botha, Lettie
    Bunt, Byron
    Conley, Lloyd
    Dieker, Lisa
    Gravett, Sarah
    Jagals, Divan
    Marais, Elma
    Nel, Carisma
    Oosthuizen, Izak Johannes
    Petersen, Nadine
    Ramsaroop, Sarita
    Rens, Julialet
    Reyneke, Maryna
    Sebotsa, Tswakae
    Speight Vaughn, Melissa
    van der Walt, Marthie
    White, Lounell
    Contributor(s)
    Mentz, Elsa (editor)
    De Beer, Josef (editor)
    Petersen, Neal (editor)
    Van Vuuren, Herman J (editor)
    Language
    English
    Show full item record
    Abstract
    This book disseminates original research on learning in and from practice in pre-service teacher education. Authors such as Lederman and Lederman describe the student teaching practicum (or work-integrated learning [WIL]), which is an essential component of pre-service teacher education, as the ‘elephant in the room’. These authors note that 'the capstone experience in any teacher education programme is the student teaching practicum… [a]fter all, this is where the rubber hits the road'. However, many teacher educators will agree that this WIL component is sometimes very insufficient in assisting the student teacher to develop their own footing and voice as a teacher. This is the ‘gap’ that this research book addresses. Most of the chapters in the book report empirical data, with the exception of two chapters that can be categorized as systematic reviews. WIL is addressed from various angles in the chapters. Chapter 6 focuses on research related to what makes Finnish teacher education so effective, and in Chapter 4 researchers of the University of Johannesburg disseminate their findings on establishing a teaching school (based on Finnish insights) in Johannesburg. Chapter 3 highlights the challenges faced in open-and distance learning teacher education contexts. Several of the chapters disseminate research findings on alternative interventions to classic WIL, namely, where “safe spaces” or laboratories are created for student teachers to learn and grow professionally. These could either be simulations, such as software programmes and avatars in the intervention described in Chapter 2; student excursions, as the findings in chapters 5, 7 and 10 portray; or alternative approaches to WIL (e.g. Chapters 11 and 12). The book is devoted to scholarship in the field of pre-service teacher education. The target audience is scholars working in the fields of pre-service teacher education, work-integrated learning, and self-directed learning. The book makes a unique contribution in terms of firstly its extensive use of Cultural-Historical Activity Theory as a research lens, and secondly in drawing on various theoretical frameworks. Both quantitative and qualitative research informed the findings of the book.
    URI
    https://library.oapen.org/handle/20.500.12657/48736
    Keywords
    Pre-service teacher education; Work-integrated learning; Theory-practice divide; School experience; Self-directed learning; Mixed-methods research; Student teacher
    DOI
    10.4102/aosis.2020.BK215
    ISBN
    9781928523345, 9781928523352, 9781928523369
    Publisher
    AOSIS
    Publisher website
    https://books.aosis.co.za/index.php/ob
    Publication date and place
    Durbanville, 2020
    Grantor
    • North-West University - [grantnumber unknown]
    Series
    NWU Self-Directed Learning Series, 4
    Classification
    Education
    Education
    Pages
    470
    Rights
    https://creativecommons.org/licenses/by-nc-sa/4.0/
    • Imported or submitted locally

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    License

    • If not noted otherwise all contents are available under Attribution 4.0 International (CC BY 4.0)

    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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