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ERIC Number: EJ1187233
Record Type: Journal
Publication Date: 2015-Jun
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2223-7674
Fostering Pre-Service Teachers' Motivation-Related Practical Wisdom through a Mentoring Procedure
Brown, Bruce; Wilmot, Di; Ash, Margie Paton
South African Journal of Childhood Education, v5 n1 p191-209 Jun 2015
The study reported in this article responds to the need for empirical studies that provide evidence of positive change in education at the micro-level of the classroom -- an important component of the complex education environment in South Africa. This article describes teachers' and principals' reports of micro-level changes that occurred during a professional development programme for foundation phase teachers at a South African university. An overview of the principles underpinning the programme design and implementation is given, followed by a description of the qualitative research design and grounded theory methodology used to research changes in the practices of teachers participating in the programme. The study provides evidence of changes in the classroom and professional practice of the teachers, aligned with changes in academic practice and children's learning in the classroom. We argue that the programme's strong orientation to practice, its focus on teachers' understanding of children, and the model of teacher professional development that is located in reflexive practice together may have facilitated positive changes in the teachers' practices.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland (Helsinki)