Chapter 7 - Pre-Service Teacher Professionalization: Becoming a Teacher in South Africa

DSpace Repository


Dateien:

URI: http://hdl.handle.net/10900/135029
http://nbn-resolving.de/urn:nbn:de:bsz:21-dspace-1350293
http://dx.doi.org/10.15496/publikation-76380
Dokumentart: BookPart
Date: 2023-01
Language: English
Faculty: 6 Wirtschafts- und Sozialwissenschaftliche Fakultät
Department: Erziehungswissenschaft
DDC Classifikation: 370 - Education
License: https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.de https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode
Show full item record

Abstract:

In this book chapter, the authors focus on pre-service teacher professionalization through the medium of teaching experience at a South African university. They first provide an overview of the policy guidelines and expectations of teacher professionalization in South Africa and proceed with one example of their implementation at Wits University. They then present a case study in which teacher professionalization was implemented through teaching practice supervision and mentoring for pre-service science teachers in both B.Ed. and PGCE programs. Using the comments of supervisors and mentor teachers, as well as the students' self-reflections, they will use Legitimation Code Theory (LCT) to provide insights into how students see themselves acquiring a professional identity.

This item appears in the following Collection(s)

cc_by-nc-nd Except where otherwise noted, this item's license is described as cc_by-nc-nd