Why academic depth and rigour in university-based coursework matters for prospective teachers

Rusznyak, Lee; Balfour, Robert J.; Vollenhoven, Willie Van; Sosibo, Lungi

doi:10.18820/2519593x/pie.v34i1.1

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…In the education sciences, lack of rigour also has ramifications for teacher education. Rusznyak et al (2016) explain why academic depth and rigour in teacher education programmes are of importance for prospective teachers.…”

Section: The Lack Of Rigourmentioning

confidence: 99%

Building a vision for social justice praxis for teacher education through service-learning

Schoonen¹,

Wood²,

Kruger³

2021

Education Studies in South Africa: The Quest for Relevance, Rigour and Restructuring

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The thesis of this volume is that the fields of scholarly enquiry of education -internationally as well as in South Africa in particular -despite being fields of virile scholarly activity and output, are in need of a major overhaul. In this collected work, this want in research is encapsulated in three words: relevance, rigour and restructuring. Research in the scholarly field(s) of education is predominantly of small scale, non-accumulative, widely condemned as not of a comparable standard to research conducted in other social sciences, much less at par with research in the natural sciences, and lacking structure in the sense of being anchored in a firm theory. To make matters worse, scholars in education internationally have till very recently and in South Africa still eschew discussion as to the packaging or structuring of knowledge produced by education research. The book consists of chapters all containing original research unpacking these desiderata from a variety of angles. The authors had them served by a variety of methods, from deductively argued position papers to empirical research, the latter both quantitative (survey research) and qualitative. In the concluding parts of the book, three main objectives are tabled as to how to proceed to produce rigorous, relevant and structured research. The first is that a unified theory of education should take education as it appears in the world, as its prime object of research, rather than attempt to construct a theory of education deduced from theories extant in cognate social sciences or humanities, such as sociology, psychology or philosophy. Secondly, a theory of education should have a normative superstructure, and in this regard, the creed of human rights is suggested as a place to look for such a normative superstructure. Even in the miniscule amount of research abroad recently devoted to the structuring of education knowledge, scholars have contended with an analysis of existing practices in packaging education knowledge in different national settings, and have refrained from assessing these, much less made suggestions as to how to proceed to the construction of a theoretical edifice superseding national boundaries. Thirdly, in construction of a comprehensive theory of education, scholarship should carefully negotiate the field of tension between striving towards the scientific ideal of universally valid statements and reflecting the specificities of different contexts. In this regard, the tools and expertise of scholars in the field of comparative and international education are highlighted as a valuable resource. In bringing into the spotlight of scholarly investigation the need to bring rigour, relevance and above all structure in the production of knowledge of education, the book offers original research. The similarity report of an iThenticate analysis confirms that the work contains no plagiarism. The book is a scholarly book, aimed at scholars of education, with a message as to how they can raise the state of scholarship in education.

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Section: The Lack Of Rigourmentioning

confidence: 99%

Building a vision for social justice praxis for teacher education through service-learning

Schoonen¹,

Wood²,

Kruger³

2021

Education Studies in South Africa: The Quest for Relevance, Rigour and Restructuring

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“…It has been emphasized by Rusznyak et al (2016), that the experience of graduates would comprise of intellectual rigour, performance and engagement. Acquiring and developing graduate employability is a key focus of higher education across several nations (Blackmore et al, 2016;Tran, 2015).…”

Section: Factors Determining Graduate Employabilitymentioning

confidence: 99%

Employability skills of business graduates in Saudi Arabia: Do academia and employers speak the same language?

Bindawas

2024

JMBE

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Graduate education plays a role in improving the scope for employability of graduates. It empowers them with specialized skills, advanced knowledge, and critical thinking, which increases the scope for their employability. However, in the case of Saudi Arabia, it has been reported that there is widespread unemployment in the country. Though the Saudi Arabian government has initiated measures to nurture development in education through their ‘Saudi Vision 2030’ program, a gap exists. There are strong indictors which point at a mismatch of knowledge and skills possessed by graduates in Saudi, and the requirements of the labour market. Therefore, this paper examines the apparent gap between academia and employers in terms of employability, while focusing on whether graduate students have the same set of skills that employers require. Using a review method, information was derived from secondary sources, mainly from papers having examined the same topic previously. From the findings, academia believed that the educational system needed an overhaul and economic diversification, with the creation of new employment opportunities. Though employers believed that Saudi graduates lacked soft skills impacting their employability. It was concluded that a collaboration between students and employers was required, where employers could offer inputs supporting graduate employability.

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Redefinition /redirection and incremental change: A systematic review of innovation in teacher education research

Ellis

Correia

Turvey

et al. 2023

Teaching and Teacher Education

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Why academic depth and rigour in university-based coursework matters for prospective teachers

Cited by 3 publications

References 10 publications

Building a vision for social justice praxis for teacher education through service-learning

Building a vision for social justice praxis for teacher education through service-learning

Employability skills of business graduates in Saudi Arabia: Do academia and employers speak the same language?

Redefinition /redirection and incremental change: A systematic review of innovation in teacher education research

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