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

Abstract

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.

Postgraduate Certificate in Education Student Teachers’ Perceptions about Communities of Practice at Schools: Work Integrated Learning Reflections

“…Student teachers' involvement in Communities of Practice at schools make it possible for them to teach in the context of teaching (Cavanagh and Prescott 2007), which means student teachers' observation of Communities of Practice can also enhance their professional skills. Robinson (2016) states that vision, agency, shared expertise, material conditions, and institutional capacity are some of the key factors that ought to underpin a system-wide approach to enhance teacher education. In the context of this study, students' perceptions about shared expertise in Communities of Practice can enhance teacher education.…”

Research for policy and practice in teacher education: The case of the Professional Practice Schools research project

“…The purpose here is not to outline the findings of the commissioned research (see Robinson (2016) for the findings) but, rather, to discuss the PPSs research as a case study that can illuminate the tensions and opportunities of research of this nature in its interaction with policy and practice. In this sense, the research serves as an instrumental rather than an intrinsic case study since the purpose is to surface broader issues beyond the case, rather than to focus on the specifics of the case itself (Rule & John, 2011).…”

Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

“…For instance, it is impracticable for both old and trainee teachers to effectively perform their functions if the environment is inconducive (Sedibe, 2011). An inconducive school environment is one that lacks resources such as textbooks, furniture, laboratories, and classrooms (Robinson, 2016). Often, the lack of these resources is the reason for poor education outcomes in the developing countries (Sedibe, 2011).…”

“…Despite the common notion that trainees ought to be assigned to schools in diverse contexts, insufficient infrastructure and capacity at numerous schools could likewise limit the realisation of positive outcomes for teaching practicum (Leithwood, 2016;Robinson, 2016). In fact, Robinson (2016) articulates that a "shortage of facilities like libraries, laboratories, books or desks undermines student teachers' abilities to function in optimal ways, as does a disorganised Newly Qualified Female Teachers' Perception of Teaching Practicum as a Component of Initial Teacher Education In South Africa internal management system that lacks clear systems and procedures" (p.19). This suggests that trainees ought to be assigned to schools that are functional in terms of available facilities so that they can acquire the best quality training from their teaching practicum.…”

“…A Foundation Phase teacher is expected to promote a learner's social, emotional and intellectual development (Schaffler et al 2019). If this is not done during the early stages of a child's learning experience, according to Robinson (2016), the learner is bound to experience serious developmental challenges. Robinson goes further to advise teacher training institutions to strengthen their teacher education programmes so that teachers of Foundation Phase learners are Charmaine Helena Iwu well-equipped for the task.…”