An Empirical Review of a Hybrid Teacher Education Programme: Lessons from South Africa

Autor/inn/en	Aluko, Folake Ruth; Mays, Tony J.; Kruger, Hendri; Ooko, Mary
Titel	An Empirical Review of a Hybrid Teacher Education Programme: Lessons from South Africa
Quelle	In: South African Journal of Education, 43 (2023) 3, Artikel 2152 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aluko, Folake Ruth) ORCID (Mays, Tony J.) ORCID (Kruger, Hendri) ORCID (Ooko, Mary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Blended Learning; Teacher Education Programs; Distance Education; Program Implementation; Communities of Practice; South Africa + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Community; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Scholars have recommended hybrid learning to combat education problems in emerging economies due to their challenging contexts. It potentially offers a means to address growing demand without sacrificing quality or increasing costs. In this article we report on a new "hybrid" distance teacher education programme in which we sought to address the requirements of new policies (both institutional and national) by combining the blended and distance education approach. We adopted a pragmatic qualitative approach, rooted in a communitarian perspective and distance education theory. Although progressing slower than expected, the programme's implementation to date has provided lessons that bolster the value of blended learning theory and practice in a hybrid model. The study also highlighted the critical role that the mode adopted for teacher training can play in shaping teachers' practice. However, to work more effectively in an emerging economy, a more substantial teaching presence is suggested, coupled with modularised and ongoing information and communication technology (ICT) training and support for staff and students as areas for further research. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01