Integrating foundation phase teacher education with a ‘teaching school’ at the University of Johannesburg

Gravett, Sarah; Petersen, Nadine; Petker, Gadija

doi:10.1080/16823206.2013.877357

Cited by 22 publications

(26 citation statements)

References 12 publications

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“…These were seen as individual schools, located close to a teacher education delivery site, where student teachers could observe best practices, participate in teaching experiences and potentially link research and teaching (Gravett, Petersen & Petker 2014;Henning, Petker & Petersen 2015;Gravett & Ramsaroop 2015).…”

Section: Professional Practice Schoolsmentioning

confidence: 99%

Professional practice schools as a form of school-university partnership in teacher education: towards a social justice agenda

Robinson¹

2016

Educ. as change

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Twenty years into democracy, South Africa is still struggling to improve the quality of its education system. The identification of schools that can work closely with universities to mentor student teachers has been suggested as one way in which teacher education can contribute to an improved education system. The article outlines research that was conducted to establish the conditions for the establishment of Professional Practice schools, seen as schools that, regardless of resource level, would offer excellent support to student teachers on Teaching Practice. Drawing on activity theory as well as Fraser's (2008) three dimensional theory of justice, the paper explores the challenges and possibilities of such school-university partnerships as a form of social justice in South Africa. Vision, agency, shared expertise, material conditions and institutional capacity are argued to be key factors of a system-wide approach to enhancing teacher education in the country.

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Section: Professional Practice Schoolsmentioning

confidence: 99%

Professional practice schools as a form of school-university partnership in teacher education: towards a social justice agenda

Robinson¹

2016

Educ. as change

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“…We used a two-phase process of generating data. In phase one we reviewed the published research on the teaching school during the period 2010-2017-these comprised five journal articles (Gravett, 2012;Gravett et al, 2014;Gravett and Ramsaroop, 2017;Ramsaroop and Gravett, 2017;Loukomies et al, 2018). Using qualitative content analysis (Merriam, 1998) we looked for patterns across the historical unfolding of the findings of these papers, reflecting the views of multiple role players; focusing specifically on how the teaching school operates as a space for student teachers to learn in and from practice, and what their mentoring in this learning comprises.…”

Section: Methodsmentioning

confidence: 99%

A University and School Working in Partnership to Develop Professional Practice Knowledge for Teaching

2019

Self Cite

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The article reports on the University of Johannesburg's (UJ) efforts at offering a practice-based teacher education program in partnership with a university-affiliated school (a "teaching school") with a view to developing inquiry-oriented novice teachers. The research aimed at exploring what it takes to develop a "learningplace" (Conway et al., 2014) conducive to student teachers' development of professional practice knowledge and the role of mentoring in this regard. A two-phase process of generating data was used. In the first phase, the published research on the university-affiliated school was analyzed, using qualitative content analysis to look for patterns across the historical unfolding of the findings of these papers. In phase two a questionnaire was administered involving final year student teachers in the teacher education program. The research shows that a teaching school, if integrated into the program design and delivery, provides a rich practice learning site for student teachers. In addition, mentoring in cognitive apprenticeship mode could indeed be a powerful contributor to student teachers' professional development. However, the overall programme design is decisive. The preparation of teachers with strong professional practice knowledge requires attention to four interrelated aspects of program design, namely program identity, organizational structures, curriculum, and teacher education pedagogy. Addressing these aspects in an integrated manner would be difficult without working closely with one or more partnership schools.

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“…The students' activities extend beyond the teaching (lab) school to incorporate the wider Soweto community, where the focus is service to the wider Soweto schooling sector. Research into various aspects of this integration has been captured elsewhere (Gravett, Petersen & Petker 2014;. Here, we explore students' reports of their struggles with learning to work in group format during their SL.…”

Section: Context Of the Study: Service Learning Within A Foundation Pmentioning

confidence: 99%

Teacher education students’ struggles with group work in service learning

Petersen

Petker

2017

SAJCE

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<p>This article reports on students’ experiences of learning to work together in a childhood teacher education programme at a university in South Africa. We were interested in how students from diverse backgrounds, with little shared understanding of a model or framework for collaborative working, would find their footing and learn how to operationalise care, accountability and reflexivity through engaging in group work as part of their service learning activities. A cross section of student data, from first year to third year, was analysed using qualitative methods of data analysis. The main findings were that the incremental integration of service learning, with fixed student groupings over three years, was a catalyst for the gradual formation of professional student learning communities. The student struggles with group relationships helped them address their cultural, linguistic and gendered assumptions about each other. Lastly, we found that relatively fixed nature of the student groupings over a three year period encouraged deep reflection about ideas of care, community and social responsibility.</p>

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Integrating foundation phase teacher education with a ‘teaching school’ at the University of Johannesburg

Cited by 22 publications

References 12 publications

Professional practice schools as a form of school-university partnership in teacher education: towards a social justice agenda

Professional practice schools as a form of school-university partnership in teacher education: towards a social justice agenda

A University and School Working in Partnership to Develop Professional Practice Knowledge for Teaching

Teacher education students’ struggles with group work in service learning

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