Acquiring pedagogic authority while learning to teach
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2021
TITLE AUTHOR(S): Z.McDonald, Y.Sayed, T.De Kock, N.Hoffmann
KEYWORDS: EDUCATION, QUALITY OF EDUCATION, TEACHER TRAINING
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 12121
HANDLE: 20.500.11910/16403
URI: http://hdl.handle.net/20.500.11910/16403
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
The quality of an education system and the quality of its teachers and teaching are interconnected. Learning to teach and teach meaningfully and equitably is a core priority of education reforms. In this article we reflect on what the process of learning to teach might mean for teachers in an education system. We ask how and to what extent initial teacher education mitigates and reduces education inequities. In particular, we examine the relationship between teaching practice as a core component of initial teacher education and education inequities. The article draws on data examining the nature of student teachers' experiences of teaching practice in the Western Cape of South Africa. We argue that the data illustrates that teaching practice does indeed invest future teachers with pedagogic authority. As such, it does indeed legitimate the position of student teachers in the classroom and within the education system, albeit with varying and differentiated outcomes for equity.-
Related Research Outputs:
- Initial training for 'permanent unqualified' teachers through distance education programmes: SACOL as a case study
- Bringing the SA rainbow into schools
- Teacher education and the challenge of diversity in South Africa
- Trajectories of restructuring: the changing context for initial teacher education in South Africa
- Who are we missing?: teacher graduate production in South Africa, 1995-2006
- Supporting teachers to improve learner performance: use of ICT
- Using (formative) assessment to enhance learning: implications for teachers and learners
- Opportunities & challenges for teacher education curriculum in South Africa
- Introduction
- Curriculum restructuring in context: 1994-2007
- From bureaucratic compliance to creating new knowledge: comparative patterns of curriculum change
- Improving teaching & learning in SA schools: teacher pedagogy and assessment practices
- An overview of research, policy and practice in teacher supply and demand 1994-2008
- Can we use young people's knowledge to develop teachers and HIV-related education?
- Walking the talk in training future mathematics teachers has potential for benefits
- Diversity in basic education in South Africa: intersectionality and critical diversity literacy
- The relevance of sociology for education
- Teacher education, common purpose and the forging of multiple publics in South Africa
- Globalisation, enterprise and knowledge: education, training and development in Africa
- Challenges in the provision of private schools in South Africa