Learning to Teach without School-Based Experience: Conundrums and Possibilities in a South African Context

Autor/inn/en	Robinson, Maureen; Rusznyak, Lee
Titel	Learning to Teach without School-Based Experience: Conundrums and Possibilities in a South African Context
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 46 (2020) 4, S.517-527 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2020.1800408
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Online Courses; Educational Technology; Electronic Learning; Teacher Education Programs; Adjustment (to Environment); Preservice Teacher Education; Pedagogical Content Knowledge; Practicums; Context Effect; Student Teaching; Experiential Learning; Interpersonal Relationship; South Africa + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Unterrichtsmedien; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Practicum; Praktikum; Praktika; Teaching practice; Unterrichtspraxis; Experiental learning; Erfahrungsorientiertes Lernen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	COVID-19 and the resultant national lockdown saw thousands of initial teacher education students in South Africa moving at short notice to online learning. For teacher educators this represented significant technical and pedagogical challenges, as they faced the task of adapting their teaching to an online modality, while simultaneously maintaining the academic integrity of their modules. Schools too were closed, creating the possible scenario that new teachers might graduate with little or no practical exposure to the classroom. A previously unheard-of question emerged, namely whether a period of immersion in schools was a non-negotiable in learning to be a teacher. Put otherwise - would it be possible to prepare good teachers while schools were closed for large parts of the year? The article outlines some debates relating to teacher education that emerged in South Africa during this time, linking these to the concepts of situational learning, relational learning and pedagogical reasoning. Questions are then posed as to the potential longer-term implications of this period for teacher education pedagogy in South Africa. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01