A comparison of student teacher learning from practice in university-affiliated schools in Helsinki and Johannesburg

Abstract

In a comparative study of student teachers in Finland and South Africa, the researchers aimed to capture students' views of how and what they had learned from practice in two university-affiliated primary schools. With data from survey questionnaires, we found that students in the two customized programmes accentuated different domains of teacher knowledge. The newly established teaching practice school in Johannesburg afforded closer integration of university and school practicum experiences for students than the wellestablished school in Helsinki. The authors conclude that an innovative teacher education model can be re-invented in a significantly different context, and add new dimensions to the original.

Investigating the Teaching Practice Framework in the Departments of Primary Education in Greece: A Sociological Approach

“…The main elements that are adjusted in relation to the goals of TP in each Department are the duration of the time spent by the student trainees within the school and the ratio of time spent on observation to that which is devoted to teaching. The direction each Department follows in terms of pacing, internal articulation and the content of the TP, as was highlighted above, in combination with the different goals of each program, bear witness to the existence of a different philosophy and approach in each DPE (Lavonen et al, 2019).…”

“…The teacher trainees cultivate skills and abilities, regarding the design, implementation and evaluation of their teaching, as well as regarding the general duties of a teacher. They come to understand the role of the teacher and they learn to act autonomously and take initiatives (Kampeza, 2013;Lavonen et al, 2019). What's more, TP integrates the students into the school community and helps them understand the relationships that develop within it, thus easing their smooth professional socialization into the school field (Aglazor, 2017;Avgitidou & Sidiropoulou, 2020;Cohen, Hoz, & Kaplan, 2013).…”

“…The students have already encountered a set of theoretical knowledge on the field, through their university courses, before they enter the school space. During TP they endeavor to apply their theoretical knowledge in practice, and to reflect on and renegotiate it (Chrisafidis, 2013;Fridaki, 2013;Lavonen et al, 2019;Mpoufi & Kafousi, 1995). In this way, future teachers are expected to be in a position to select the appropriate pedagogical practices, as well as the appropriate content of transmitted knowledge in the school classroom (Lavonen et al, 2019;Oikonomidis, 2011).…”

“…During TP they endeavor to apply their theoretical knowledge in practice, and to reflect on and renegotiate it (Chrisafidis, 2013;Fridaki, 2013;Lavonen et al, 2019;Mpoufi & Kafousi, 1995). In this way, future teachers are expected to be in a position to select the appropriate pedagogical practices, as well as the appropriate content of transmitted knowledge in the school classroom (Lavonen et al, 2019;Oikonomidis, 2011). To achieve this, TP should be directly and inseparably linked to the rest of the university lessons.…”

“…However, the existence of common assumptions regarding the structure of TP doesn't imply the existence of a common legislative framework for its structure in all the Departments of Education in each country, despite the fact that in some countries, general aims are defined by the Ministry of Education (Lavonen et al, 2019;Ure, 2009). Consequently, each Department of Education adopts a different structure for TP according to its philosophy, aims and the staff it has (Oikonomidis, 2013).…”