The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
New teachers look back on their university education: Prepared for teaching, but not for life in the classroom
Open accessAbstract
Starting from current views on pre-service teacher education, this article presents the findings of an inquiry into new teachers’ perceptions of their university education. The authors argue for a specific view of pre-service teacher education, in which students are given the opportunity to seriously study the content of the subjects they will be teaching, while learning some skills to deliver the school curriculum and to begin to understand, and deal with, learners’ sociological and psychological dispositions. They also argue that the expectation that universities should prepare teachers fully for practice is not feasible, as the school itself as a place of work is the optimal setting for getting to know – in an authentic and non-trivialising way – the hardships and challenges of what constitutes teaching in a country like South Africa. The findings of the study show that teachers are confident about their preparation in content knowledge. They are also comfortable with some aspects of pedagogy, but they do not think they are prepared for the tough social world of teaching or for its logistics. It was also found that teachers who do not teach learners in the age groups for which their programmes had prepared them, struggle far more than others.
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Even though international TE programmes focus more on including child development courses, the knowledge taught in theory in these courses is not explicitly articulated into practicum experience in a classroom setting.
“even though these programmes focus more on including child development courses in their initial TE, the knowledge taught in theory in these courses is not explicitly articulated into practicum experience in a classroom setting”
From Knowledge of Child Development in the Interface of Theory and Practice in Foundation Phase Teacher Education. (2017) · cites this paper as Gravett, Henning & Eiselin 2011
Producing this type of novice teacher is not an easy feat, as attested by volumes of international and local South African research.
“To produce this type of novice teacher is, however, not an easy feat, as attested by volumes of both international and local South African research results”
From Knowledge of Child Development in the Interface of Theory and Practice in Foundation Phase Teacher Education. (2017) · cites this paper as Gravett et al. 2011
Although pre-service teachers may get ample opportunities to observe and teach lessons when supervising teachers are absent, experience alone does not guarantee that students will or can access the rationale that underpins teaching choices in action.
“Although preservice teachers may get ample opportunities to observe and teach lessons when supervising teachers are absent, experience alone does not guarantee that students will or can access the rationale that underpins teaching choices in action (see Gravett & Ramsaroop, 2015;Gravett et al., 2011;Reeves & Robinson, 2014).”
From Conceptualising work-integrated learning to support pre-service teachers' pedagogic reasoning (2021) · cites this paper as Gravett et al., 2011
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Cites
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Cited by
Sorted by citations
Conceptualising work-integrated learning to support pre-service teachers' pedagogic reasoning
RusznyakI, L., & Bertram, C. (2021) · Journal of Education · doi:10.17159/2520-9868/i83a02 · Cited by 33
“…may get ample opportunities to observe and teach lessons when supervising teachers are absent, experience alone does not guarantee that students will or can access the rationale that underpins teaching choices in action (see Gravett & Ramsaroop, 2015; Gravett et al., 2011; Reeves & Robinson, 2014).”
BackgroundCrossing the “Theory-practice Divide”: Learning to Be(come) a Teacher
Gravett, S. (2012) · South African Journal of Childhood Education · doi:10.4102/sajce.v2i2.9 · Cited by 30
Self-citationRagpot, L. (2017) · South African Journal of Childhood Education · doi:10.4102/sajce.v7i1.501 · Cited by 2
Metadata
- Authors
- Gravett, S., Henning, E., & Eiselen, R.
- Affiliations
- University of Johannesburg (ZA)
- Corresponding author
- Henning, Elizabeth
- Venue
- Education as Change
- Publisher
- Informa UK Limited
- Published
- 2011-12
- Volume
- 15
- Issue
- sup1
- Pages
- S123-S142
- ISSN
- 1682-3206 (ISSN-L)
- 1947-9417
- OpenAlex
- W2013526096
- Cited by
- 33
- References
- 1
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 3 · 2023: 3 · 2022: 3 · 2021: 1 · 2020: 6 · 2019: 2 · 2018: 3 · 2017: 3 · 2016: 2 · 2015: 2 · 2013: 2 · 2012: 1
- FWCI
- 4.62
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- Education as Change (publishedVersion)
- Funders
- Department of Higher Education and Training
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Education Pedagogy and Practices
- Social Sciences › Education › Teacher Education and Assessments
- Keywords
- initial teacher education, novice teachers, teacher perceptions, content knowledge, pedagogy, school as workplace, teacher preparation, South African schools
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