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Cited by 39Teacher Education and Leadership StudiesTeacher Education and AssessmentsEducation Pedagogy and Practices

The DOI matches its Crossref record; 32 of the 34 references it cites were found in a registry or an index.

The practice learning experiences of student teachers at a rural campus of a South African university

Open access
Gravett, Sarah J., Jiyane, Lindiwe·2019·South African Journal of Childhood Education
DOI 10.4102/sajce.v9i1.702
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Abstract

Background: There is considerable agreement that learning to teach is optimised when coursework learning is combined with quality practice learning experiences in schools.Aim: The main aim of this study was to explore the views of a group of student teachers on their practice learning experiences in a ‘teaching school’ (TS) and in the other schools where they were placed for school experience.Setting: The study was conducted at a rural campus of a South African university.Methods: Quantitative (questionnaire) and qualitative (focus group) data were collected, involving all the student teachers in the programme (n = 100). The responses to the questionnaire were analysed descriptively, and the constant comparative method of data analysis was used to analyse the focus group interviews.Results: The overall pattern in the data shows that the practice learning experiences contributed to the student teachers’ development as teachers – not only at the TS but also at the schools where they were involved in work integrated learning, despite challenges, including teacher absenteeism and lack of guidance. Involvement in these schools potentially enables an understanding of the challenges that are typical in many South African schools. However, school experience in a well-functioning school remains crucial. Were it not for the TS, the majority of the student teachers would not have been exposed to mentoring and good teaching practices to be emulated.Conclusion: The study concludes that TSs indeed hold the potential to strengthen the teaching practice component of teacher education considerably. International experience with school partnerships and the experience at another South African university also attest to this.

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2 of the 34 references couldn’t be matched to a known paper.

Research works printed but not linked: 17

  1. Abdal-Haqq, 1997, Resources on professional development schools. An annotated bibliography and resource guide
  2. Bacevich, 2015, Rethinking field experiences in preservice teacher preparation: Meeting new challenges for accountability, 202
  3. Collins, 1991, American Educator, 15, 6
  4. Conway, 2014, Workplace learning in teacher education: International practice and policy: 10 (Professional learning and development in schools and higher education), 221
  5. Department of Basic Education and Department of Higher Education and Training (DBE & DHET), 2011, Integrated strategic planning framework for teacher education and development in South Africa
  6. Department of Higher Education and Training (DHET), 2015, Revised policy on the minimum requirements for teacher education qualifications, National Qualifications Framework Act 67 (2008), 38487
  7. Flores, 2015, Workplace earning in teacher education: International practice and policy: 10 (Professional learning and development in schools and higher education), 243
  8. Hudson, 2011, International Journal of Learning, 18, 319
  9. Korthagen, 2016, International handbook of teacher education, 331
  10. LePage, 2005, Preparing teachers for a changing world. What teachers should learn and be able to do, 327
  11. Lortie, 1975, Schoolteacher
  12. McNamara, 2015, Workplace learning in teacher education: International practice and policy: 10 (Professional learning and development in schools and higher education), 1
  13. Odendaal, 2015, What is the potential role of case-based teaching to enhance student teachers’ development as prospective teachers?
  14. Robinson, 2015, Teaching and learning together: The establishment of professional practice schools in South Africa. A research report for the Department of Higher Education and Training
  15. Sahlberg, 2010, Research brief, Stanford Center for Opportunity Policy in Education
  16. Smith, 2014, Workplace learning in teacher education: International practice and policy: 10 (Professional learning and development in schools and higher education), 262
  17. Whitford, 1999, The education of teachers: 98th NSSE Yearbook of the National Society for the Study of Education, 257

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Metadata

Authors
Gravett, S. J., & Jiyane, L.
Affiliations
University of Johannesburg (ZA)
ORCID
Venue
South African Journal of Childhood Education
Publisher
AOSIS
Published
2019-11-07
Volume
9
Issue
1
ISSN
  • 2223-7674 (ISSN-L)
  • 2223-7682
DOI
10.4102/sajce.v9i1.702
OpenAlex
W2984644534
Cited by
23
References
34
Citations by year
2026: 2 · 2025: 2 · 2024: 4 · 2023: 3 · 2022: 3 · 2021: 4 · 2020: 4 · 2019: 1
FWCI
8.09
Type
journal article
Language
en
Open access
Licence
Locations
  • South African Journal of Childhood Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Funders
  • United States Agency for International Development
  • ELMA Foundation
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Teacher Education and Assessments
  • Social Sciences › Education › Education Pedagogy and Practices
Keywords
pre-service teachers, teaching schools, school experience, teacher professional development, rural schools, work-integrated learning, mentoring, teacher absenteeism, school partnerships

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