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ERIC Number: EJ852747
Record Type: Journal
Publication Date: 2009-Mar
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0258-2236
Preparing Students to Teach In and for Diverse Contexts: A Learning to Teach Approach
Amin, Nyna; Ramrathan, Prevanand
Perspectives in Education, v27 n1 p69-77 Mar 2009
This is a case study about the implementation of an approach to teaching practice for first year teacher education students. Assuming that exposure to a diversity of the South African schooling landscapes is important for the preparation of teachers, we describe, analyse and critique a rearticulated approach to teaching practice in a faculty of education of a higher education institution. First year students and four sets of tutors were involved in four intervention phases: understanding contextual diversity, visiting diverse contexts, making context-appropriate resources, and micro teaching practice. These interventions were conceptualised as reframing memory, disrupting experience, destabilising learning, and reconstructing uncertainty. Participants were interviewed at each intervention phase providing a cross-sectional slice for analysis. The findings reveal that the goals of the programme were achieved in that students indicated willingness to practice teaching in schools that differed from their own experiences, that the visits generated a positive attitude to poorly resourced schools, and that lessons prepared by most students were geared to accommodating contextual challenges. The gains, however, were offset by students' technical approach to context and to lesson planning. To that extent reframing, disrupting, destabilising and reconstructing learning to teach requires further, on-going development and assessment.
Perspectives in Education. Faculty of Education, University of Pretoria, Pretoria 0002, South Africa. Tel: +27-12-420-4732; Fax: +27-12-420-3003; e-mail: perspect@postino.up.ac.za; Web site: http://journals.sabinet.co.za/pie/index.html
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa