Teacher Education: The South African Context

Mashau, Takalani Samuel; Mutshaeni, Humbulani Nancy; Kone, Lufuno Reginald

doi:10.1080/09751122.2016.11890490

Cited by 3 publications

(2 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There are concerns regarding poor teacher education which produce low quality teachers who in turn offer low quality of teaching and learning (Nomlomo & Sosibo, 2016). In congruence, Mashau, Mutshaeni, and Kone (2016) state that there are challenges in South African teacher education which amongst others include quality and relevancy of teacher education. Therefore, teacher education should be reconceptualised to address the concerns about the low quality of teachers which affect the quality of teaching and learning (Mahabeer, 2018).…”

Section: Teacher Education and Quality Of Teaching And Learningmentioning

confidence: 99%

Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers

Msimanga

2020

IJLTER

View full text Add to dashboard Cite

This study explored how the curriculum structure of the Bachelor of Education in economics teaching qualification at one South African university impacts on content knowledge of economics student teachers. Document analysis was undertaken on the university’s Faculty of Education prospectus. Due to meetings restrictions during lockdown, email focus group interviews were conducted. Ten fourth year economics student teachers participated in the study. The study adopted social transformation theory as a theoretical framework. Data was thematically analysed. Data revealed that economics student teachers study the subject content that is meant for economists and other economics related careers. The subject content that is not relevant to school curriculum economics negatively affects content knowledge needed during work-integrated learning and in in their teaching career. For this reason, the curriculum is unfairly structured. To strengthen the content knowledge of economics student teachers, the study recommends that a relationship between economics content in academic major modules and school curriculum economics content be formed. Secondly, economics academic major modules should expose economics student teachers to an introduction in economics content as a way of advancing their subject content knowledge but the focus should be more on school curriculum economics content.

show abstract

Section: Teacher Education and Quality Of Teaching And Learningmentioning

confidence: 99%

Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers

Msimanga

2020

IJLTER

View full text Add to dashboard Cite

show abstract

“…The importance of enhancing the amount of new teachers, as well as encouraging the active teachers to maintain working as teachers, has been recognized in several countries. Mashau et al [4] report from a South African perspective the efforts to enhance professional development: "The DoE (2011) further states that at the same time, the department works to support the professional development of all teachers. As opportunities to observe and be observed are central to effective professional development, the government makes it clear that there is no '3-hour limit' on the amount of time a teacher can be observed.…”

Section: Introductionmentioning

confidence: 99%

Lack of Qualified Teachers: A Global Challenge for Future Knowledge Development

Holmqvist¹

2019

Teacher Education in the 21st Century

View full text Add to dashboard Cite

A major challenge for teacher education in the twenty-first century is to provide society with qualified teachers to teach and prepare the next generation of citizens. The situation in, for example, Sweden and South Africa faces huge issues concerning an increased lack of teachers in the future, as well as difficulties with teacher attrition. Examples from the USA show that up to 50% of new teachers quit working as teachers within 5 years. The difficulties with knowledge transfer to new generations, are a global threat. In this chapter, the deficiency of examined teachers is addressed in Section 1. This is followed by an overview of two key aspects of teachers' professional development, namely bridging the gap between practice and theory to enhance teaching quality as well as the importance of practice-based professional development to maintain teachers to work as teacher in a long-term perspective. The results of a case study of students' views on theories are presented, showing a strong experienced dichotomy between theory and practice, and difficulties to see how theories could be used to better understand classroom situations. Finally, a proposal of how to bridge the gap between theory and practice with designed modules is presented.

show abstract

Teacher Education in Tanzania: Pre-Service Teachers Preparation for the 21st Century

Ngao¹,

Tian²

2020

JEP

View full text Add to dashboard Cite

Teacher Education: The South African Context

Cited by 3 publications

References 1 publication

Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers

Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers

Lack of Qualified Teachers: A Global Challenge for Future Knowledge Development

Teacher Education in Tanzania: Pre-Service Teachers Preparation for the 21st Century

Contact Info

Product

Resources

About