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South African Legal Framework to Prepare Pre-Service Teacher Education Programmes: A Freirean Approach
Open accessAbstract
The education sector in South Africa is governed by a complex legal framework that outlines guidelines, policies and standards for pre-service teacher education programmes. In order to prepare pre-service teachers for the classroom, universities must navigate this legal framework and ensure that their programmes comply with the requirements set forth by various regulatory bodies. However, the authors argue that these requirements are not enough to prepare student teachers for the classroom. Rather, by using Paulo Freire’s critical pedagogy as a theoretical lens, they argue that student teachers should be conscientized to become agents of change in the classroom and promote social justice, while adhering to legal guidelines in their teacher training. Furthermore, education spaces need to consider the context of schools and higher education institutions, student society, teaching and scientific endeavours, educational administration, pedagogical imageology and intercultural education to address these standardisation challenges. Through a desktop analysis, this article provides an overview of the legal framework for integrating learning into pre-service teacher education programmes in South Africa. The study asks: what are the legal requirements and guidelines that universities must follow to prepare pre-service teachers for the classroom in South Africa? To answer this question, the authors conducted a literature review of relevant legal frameworks and guidelines, including legal documentations, case law, academic literature and publications from professional organisations. The research methodology primarily consisted of a search for literature using specific search terms and databases. The article provides recommendations for how universities can effectively navigate the legal framework in training pre-service teachers, drawing on key findings from the literature review. These include the need for universities to ensure that their teacher education programmes are socially just.
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“However, it is well known that, because of the inequality gap, many students come from disadvantaged backgrounds (Langeveldt et al., 2023).”
From Social Capital, Culture, and Codes in Higher Education: Bourdieusian and Bernsteinian Philosophical Underpinnings in the South Africa Environment (2024) · cites this paper as Langeveldt et al., 2023
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Pedagogical dilemma in teacher education: Bridging the theory practice gap
Phillips, H. N., & Condy, J. (2023) · South African Journal of Higher Education · doi:10.20853/37-2-4610 · Cited by 41 · cited 1×
“This can be situated on “theory offered in the programmes” and “practice on the ground” (Phillips & Condy, 2023).”
Background
Research works printed but not linked: 27
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Cited by
Sorted by citations
Pietersen, D., Tsotetsi, C., & Barnett, E. (2024) · Journal of Culture and Values in Education · doi:10.46303/jcve.2024.17 · Cited by 2
“However, it is well known that, because of the inequality gap, many students come from disadvantaged backgrounds (Langeveldt et al., 2023).”
BackgroundSelf-citation
Metadata
- Authors
- Langeveldt, D. C., Pietersen, D., & Van Wyk, A.
- Affiliations
- Sol Plaatje University (ZA)
- Venue
- Research in Educational Policy and Management
- Publisher
- OpenEd Network
- Published
- 2023-12-25
- Volume
- 5
- Issue
- 3
- Pages
- 95-107
- ISSN
- 2691-0667 (ISSN-L)
- OpenAlex
- W4390470818
- Cited by
- 9
- References
- 1
- Citations by year
- 2026: 5 · 2025: 2 · 2024: 2
- FWCI
- 6.67
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- Research in Educational Policy and Management (publishedVersion, cc-by)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Critical and Liberation Pedagogy
- Social Sciences › Education › Education Pedagogy and Practices
- Keywords
- initial teacher education, Paulo Freire, critical pedagogy, critical consciousness, teacher education regulation, South African education policy, intercultural education, higher education compliance
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