Tracking five years of teacher education enrolment at a South African university: Implications for teacher education

The client analysis conducted in this study explores the professional development needs of11 language teachers, five in South Africa and six in Canada. The study employs a questionnaire and interviews to discover how each teacher's background and context affects his or her perceived professional development needs. Interviews show that teacher educators cannot necessarily predict teachers' professional development needs based on their backgrounds and contexts alone. A variety of inputs from recipients over an extended time is desirable and would yield more accurate predictability of an individual's professional development needs. This would result in teacher education programs that more accurately meet a teacher's real needs.

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ASSESSING TEACHING PRACTICE EVALUATION PROCESSES EMPLOYED BY A SOUTH AFRICAN TEACHER EDUCATION UNIVERSITY: APPROPRIATE TO ASSESS QUALITY TEACHER EDUCATION AND TRAINING?

EDULEARN18 Proceedings ◽

10.21125/edulearn.2018.2071 ◽

2018 ◽

Author(s):

Peter Nyewe ◽

Kwanele Booi

Keyword(s):

Teacher Education ◽

South African ◽

Teaching Practice ◽

Education And Training ◽

Assess Quality ◽

And Training

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“My Fish Died and I Flushed Him Down the Toilet”: Children Disrupt Preservice Teachers’ Understandings of “Appropriate” Picture Books for Young Children

Literacy Research Theory Method and Practice ◽

10.1177/2381336918786736 ◽

2018 ◽

Vol 67 (1) ◽

pp. 343-359 ◽

Cited By ~ 1

Author(s):

Kerryn Dixon ◽

Hilary Janks

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

South African ◽

Curriculum Design ◽

Picture Books ◽

Picture Book ◽

Children’S Views ◽

Effective Use ◽

The Relationship

Although the literature on picture books is extensive, very little work focuses on how they are integrated into teacher education curricula. We contend that effective use of these resources requires an understanding of the relationship between preservice teachers’ conceptions of children and of picture books. Second-year South African undergraduate preservice teachers were asked to review 12 picture books of their own choosing, discuss some of these books with children, and write reflections on what they learnt from the children’s responses. Two hundred and thirty picture-book reviews and 62 reflections were analyzed. The data show that preservice teachers’ criteria for choosing books were disrupted by children’s views. We conclude by considering our own assumptions about our students and the implications for teacher education curriculum design.

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Official pedagogic identities from South African policy – some implications for mathematics teacher education practice

Pythagoras ◽

10.4102/pythagoras.v0i63.102 ◽

2006 ◽

Vol 0 (63) ◽

Author(s):

Diane Parker

Keyword(s):

Teacher Education ◽

Education Reform ◽

South African ◽

Mathematics Teacher ◽

Mathematics Teacher Education ◽

National Curriculum ◽

Initial Teacher Education ◽

Policy Documents ◽

Education Practice ◽

Key Policy

In South Africa the National Curriculum Statement for Grades 10 – 12 (General): Mathematics (DoE, 2003) together with the Norms and Standards for Educators (DoE, 2000a) are key policy documents that provide the official basis for mathematics education reform and for the construction of new pedagogic identities. In this paper I use a framework based on the work of Bernstein (1996, 2000) to theorise the construction of pedagogic identities. I use this to build on Graven’s (2002) description of the new official pedagogic identity of the South African mathematics teacher, and on Adler et al. (2002) and others to raise questions related to teacher knowledge and the challenges of developing specialist mathematics teacher identities through initial teacher education programmes.

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