scholarly journals The role of work-integrated learning excursions in preparing student teachers for diverse classrooms and teaching social justice in South African classrooms

2020 ◽  
pp. 279-322
Author(s):  
Tswakae Sebotsa ◽  
◽  
Neal Petersen ◽  
Melissa Speight Vaughn ◽  
◽  
...  
Keyword(s):  
Social Justice ◽  
Student Teachers ◽  
South African ◽  
Integrated Learning ◽  
Diverse Classrooms ◽  
Work Integrated Learning

scholarly journals Postgraduate Certificate in Education Student Teachers’ Perceptions about Communities of Practice at Schools: Work Integrated Learning Reflections

2021 ◽  
Vol 10 (5) ◽  
pp. 155
Author(s):  
Mothofela Richard Msimanga ◽  
Valencia Mabalane ◽  
Sam Ramaila ◽  
Virendra Ramdhany
Keyword(s):  
Communities Of Practice ◽  
Student Teachers ◽  
South African ◽  
Education Student ◽  
Integrated Learning ◽  
Teachers Perceptions ◽  
Qualitative Research Design ◽  
Generic Qualitative ◽  
Cultural Historical Activity ◽  
Work Integrated Learning

Postgraduate Certificate in Education (PGCE) student teachers participate in work-integrated learning to develop their professional skills by critically reflecting on their school experience. This study examined how PGCE student teachers perceived Communities of Practice during their work-integrated learning. This study adopted a generic qualitative research design and involved a group of PGCE student teachers at a South African university. Data, which was thematically analysed, was generated by means of reflective group discussions and summaries. The study was underpinned by the Cultural Historical Activity Theory as the underlying theoretical framework. The study revealed that student teachers perceived Communities of Practice as a sustainable and collaborative means through which their professional practices can be enhanced. In addition, Communities of Practice are viewed as an effective catalyst to strengthen school management in its broadest sense. Contextually appropriate recommendations for strengthening initial pre-service teacher training within the broader South African context are provided. 

A Critical Analysis of Multi-Logical Synergies

2021 ◽  
pp. 137-165
Author(s):  
Trevor Gerhardt ◽  
Ashton Wallis ◽  
Frasier Crouch
Keyword(s):  
Leadership Style ◽  
Generation Y ◽  
Critical Analysis ◽  
Labour Markets ◽  
Integrated Learning ◽  
Generation Z ◽  
Generational Studies ◽  
Work Integrated Learning ◽  
Support Students

Generation Y and Generation Z are the new emerging labour. Education, labour markets, work-integrated learning (WIL), and generational studies are all complex conceptualisations and present unique challenges. The chapter explores the nature of these synergies as they respond to these challenges. The chapter from a UK perspective addresses the labour challenges from a WIL, leadership, and CSR perspective. It incorporates the work and perceptions of GenY authors and applies a unique methodology to respond to the challenges with which it engages. Using auto/biographic bricolage, questionnaires, and interviews, insight gained is reflected upon in terms of addressing these challenges. The chapter concludes that Generation Z have had significantly different leadership style experiences and are not as ethically minded as scholarship depicts. The chapter then concludes reflecting upon the role of the supervisor and WIL facilitators on how they could better support students facing these challenges.

scholarly journals Modelling pedagogy for work-integrated learning in a South African tertiary graphic design programme

2018 ◽  
Author(s):  
◽  
Frank Bisaba Kalala
Keyword(s):  
South African ◽  
Graphic Design ◽  
Time Management ◽  
Learning Transfer ◽  
Future Research ◽  
Integrated Learning ◽  
Pedagogical Approach ◽  
Work Integrated Learning ◽  
Effective Transfer ◽  
Client Relations

This research case study investigates the efficacy of a Work-Integrated Learning (WIL) pedagogy that simulates a professional design studio in a graphic design programme at a South African tertiary institution. The overall aim is to develop a model for future pedagogical development of the WIL approach under study. The researcher is one of a team of third-year level WIL teachers, so the study is positioned as educational practitioner research. The review of literature establishes three learning theory links with the WIL pedagogical approach under study. These are: a) learning integration, b) learning transformation, and c) learning transfer. Integrative and transformative learning in WIL study needs to be transferred to graphic design graduates’ design agency working roles as integrative and transformative capability, if WIL pedagogy is to be considered effective. The effective transfer of student learning to the workplace is also considered to be affected the fact that some aspects of pedagogical practice are implicit rather than explicit. Fourteen graphic design graduates currently employed in graphic design agencies were each interviewed twice regarding their working experience. The first round of initial unstructured interviews found that integrative and transformative capability in design agencies was connected with problematic issues of design agency professional capability: collaboration with colleagues, client relations and time management. The second round of semi-structured interviews established these themes as both confirming and disconfirming WIL learning transfer. Upon reflection on the account of WIL pedagogy given in the literature review, design agency collaboration, client relations and time management are implicitly connected to the integrative and transformative intentions of WIL pedagogy. This may compromise learning transfer. An analytical model of these pedagogical concerns was then constructed, to allow for development of the WIL pedagogical approach. Recommendations for such development are offered, and indications made for future research.

scholarly journals Conceptualising work-integrated learning to support pre-service teachers' pedagogic reasoning

2021 ◽  
pp. 1-20
Author(s):  
Lee RusznyakI ◽  
Carol Bertram
Keyword(s):  
South African ◽  
Teaching Profession ◽  
South African Context ◽  
Integrated Learning ◽  
Ethical Orientations ◽  
African Context ◽  
Conceptual Paper ◽  
Classroom Routines ◽  
Work Integrated Learning

Much South African research suggests that work-integrated learning (WIL) experiences of pre-service teachers are uneven. Their learning depends heavily on the functionality of the school and on the presence and commitment of the mentor teacher. Even then, mentor feedback tends to focus on generic comments on classroom routines rather than providing an account of their teaching practices. In this conceptual paper, we draw on a range of literature and studies to argue that the value of WIL would be greatly enhanced if pre-service teachers and their mentors discuss both the visible classroom routines and the less visible reasoning that inform the pedagogic choices that teachers make. This focus on pedagogic reasoning could foreground both the principled knowledge base that teachers need, as well as the contextual responsiveness and ethical orientations needed to become a specialised knower within the teaching profession. WIL therefore needs to provide pre-service teachers with explicit, structured opportunities to consider how the teachers they observe enact their teaching and why. They also need to articulate the pedagogic choices they make in the design and delivery of their own lessons. We argue that structuring WIL as a space in which to recognise and engage in forms of pedagogic reasoning addresses some of the challenges of the uneven quality of student learning identified in research on WIL in the South African context.

scholarly journals Work Integrated Learning Online Enrichment Intervention Programme for Student Teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 59
Author(s):  
Valencia Tshinompheni Mabalane
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Teaching Practice ◽  
Research Question ◽  
Integrated Learning ◽  
Intervention Programme ◽  
Tertiary Institution ◽  
Main Research ◽  
Bachelor Of Education ◽  
Work Integrated Learning

The study is based on research conducted on work-integrated learning (WIL), also known as teaching practice during the online enrichment and intervention programme for final-year student teachers at a tertiary institution in Johannesburg. This programme was conducted from 2016 and modified in 2020 to enhance and improve the History methodology student teachers’ Pedagogic Knowledge and Pedagogic Content Knowledge (PCK), during the Corona virus pandemic using different online tools. Former students of the institution who are now teachers, school learners and a psychologist participated in the process of enhancing the student-teachers’ WIL. The purpose of the study was to explore the effectiveness of the online enrichment intervention programme in providing History student teachers with necessary teaching skills and to ensure readiness for WIL during the Covid -19 period. The main research question was: “To what extent can the online enrichment intervention programmes for student-teachers improve and enhance teaching practice before and during WIL in the context of covid-19?” Qualitative research methods of observation, interviews and document analysis were used with a sample of 90 Post-Graduate Certificate in Education (PGCE) and 4th year Bachelor of Education (BEd) students. The findings indicated that the online enrichment intervention programme improved student-teachers’ confidence, emotional readiness before and during WIL and the unfavourable circumstances in their classrooms. Student-teachers reported better understanding of the need for proactive planning for any circumstance or situation. Despite the constraints imposed by the pandemic, they observed changes in their conceptualisation of teaching, improvement in their interaction with learners, in classroom management, in their ability to implement different teaching strategies, resources and assessment tasks.

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