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Download full textDos Santos, Luis Miguel – South African Journal of Education, 2020
Student-teaching internships in a teacher-preparation programme are a significant way for teachers to gain practical skills and transfer their textbook knowledge into classroom practice. One of the outcomes of student-teaching internships is that pre-service teachers can observe experienced teachers' teaching pedagogy and strategies for…
Descriptors: Preservice Teachers, Professional Development, Observation, Student Teaching
Fraser, William J. – South African Journal of Education, 2018
It has often been said that any student engagement that is poorly monitored during teaching practice (TP) will not necessarily contribute much to their professional development and teacher identity. This applies specifically to initial undergraduate teacher training. This concern became the main focus of the study on which this article is…
Descriptors: Professional Identity, Undergraduate Students, Communities of Practice, Participative Decision Making
Nkambule, Thabisile; Mukeredzi, Tabitha Grace – South African Journal of Education, 2017
The concept of student teaching practice is globally rooted in training pre-service teachers to work within diverse schools and learner populations, in dissimilar contexts. It is also a drive towards the development of knowledge, professionalism, sense of efficacy, and flexibility in their performance and interactions. There is seemingly little…
Descriptors: Learning Experience, Preservice Teacher Education, Preservice Teachers, Professional Education
Schoeman, S.; Mabunda, P. L. – South African Journal of Education, 2012
This study investigates the interplay between individual and contextual variables during teaching practice and its impact on the personal and socio-professional development of prospective teachers. The purpose of the study was to survey how prospective teachers experienced the process of becoming aware of their emerging identities as teachers, and…
Descriptors: Preservice Teachers, Social Development, Individual Development, Student Teaching
Mutemeri, Judith; Chetty, Rajendra – South African Journal of Education, 2011
The purpose of the study was to examine university-school partnerships in the process of teacher education. The research question that guided the study was how teacher educators partner with schools in teacher training. A qualitative study was preferred because the aim was to gather information and opinions on how teacher educators trained student…
Descriptors: Foreign Countries, College School Cooperation, Partnerships in Education, Teacher Education Programs
Botha, M. L.; Reddy, C. P. S. – South African Journal of Education, 2011
The concept of pedagogical content knowledge is integral to teaching as a profession and is often considered to be an important aspect of a teacher's lived experience. Pedagogical content knowledge (PCK) is described as a transformation of teacher knowledge from a variety of domains of knowledge, which includes subject matter knowledge,…
Descriptors: Preservice Teacher Education, Preservice Teachers, Teacher Attitudes, Pedagogical Content Knowledge
