Full Description
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.
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.
