Overview

"This book explores the current landscape of Initial Teacher Education (ITE) in primary schools in South Africa. Considering recent policy directives and initiatives, it highlights the dilemmas of ITE for the primary school and gives a thorough account of innovations and initiatives to improve ITE. The book presents what works best for quality preparation of teachers in the Global South, where many children rely on their teachers and school life to break the cycle of poverty. Chapters draw on evidence from workplace learning, pre-service study, and primary school teacher education policy to highlight examples of promising change in teacher education in South Africa, addressing the clichés of ""theory versus practice"" head-on. This book successfully brings out the challenging aspects of teacher education for childhood learning which has otherwise been regarded as the softer option for a career in education. This book will be of great interest for academics, researchers, and post-graduate students in the fields of teacher education, African education, educational policy, international education, and comparative education."

Full Product Details

Author:   Sarah Gravett (University of Johannesburg, South Africa) ,  Elizabeth Henning (University of Johannesburg, South Africa)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.326kg
ISBN:  

9780367621698

ISBN 10:   036762169
Pages:   218
Publication Date:   30 May 2022
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

1. How we teach is what we teach. 2. Mentor teachers matter in the ecosystem of the school practicum. 3. Disparate understandings of the nature, purpose, and practices of reflection in teacher education. 4. Lessons from large-scale reading studies for initial and continuous teacher development. 5. Executive functions in the South African early grade learner. 6. A school-university partnership for teacher education in Soweto, Johannesburg. 7. How a rural school was developed to become a practice learning site for pre-service teachers. 8. Teacher educators of numeracy: ‘Signifying’ standards of pedagogy. 9.Theory-based early numeracy programme adapted to learners’ pre-knowledge: The ‘Meerkat Maths’ programme. 10. Student teachers’ mathematical knowledge gains through a problem-solving instructional approach. 11. Film as teacher education genre: Developing student agency in the production of #Taximaths. 12. Where schools and universities (can) meet in work-integrated teacher learning. 13. Border-crossings of indigenous knowledge in science teacher education.

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Author Information

Sarah Gravett is a Professor of Education and Dean of the Faculty of Education at the University of Johannesburg, South Africa. Elizabeth Henning is a Professor of Educational Linguistics at the University of Johannesburg, South Africa. She is also a Fellow of the American Educational Research Association and Editor of the South African Journal of Childhood Education.

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