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ISBN: 9783031580901

Anmerkung: Literaturverzeichnis: Seite 35-37

In: Critical reflections on teacher education in South Africa, Cham : palgrave macmillan, 2024, (2024), Seite 17-37, 9783031580901

In: year:2024

In: pages:17-37

Sprache: Englisch

Schlagwort(e): Curriculum ; Entkolonialisierung ; Lehrerbildung ; Aufsatz im Buch

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Umfang: 1 Online-Resource (xvii, 213 Seiten)

ISBN: 9783031580901

Inhalt: This edited volume focuses on Curriculum scholars' critical reflections on teacher education (TE) within South Africa to offer insights into critical considerations for the socio-economic, transformational, social and environmental justice and decolonization challenges that the country faces. Much of the literature on teacher education takes on a policy and practice focus to the exclusion of deep and fundamental curriculum questions on what is teacher education for, for whom, where and who decides. Within South Africa, the Minimum Requirements for Teacher Education Qualification (MRTEQ) forms the official policy that informs teacher education curriculum and certification to become a teacher. This volume raises critical and complicated questions for teacher educators and curriculum scholars to inspire a deeper understanding of teacher education beyond a set of parochial policy prescribed modules/courses that one needs to take to become a professional teacher.

Weitere Ausg.: ISBN 9783031580895

Weitere Ausg.: Erscheint auch als Druck-Ausgabe ISBN 9783031580895

Sprache: Englisch

Schlagwort(e): Südafrika ; Bildungswesen ; Lehrerbildung ; Curriculum ; Entkolonialisierung ; Aufsatzsammlung

URL: lizenzpflichtig

UID:

Umfang: XVII, 213 p. , online resource.

Ausgabe: 1st ed. 2024.

ISBN: 9783031580901

Inhalt: This edited volume focuses on Curriculum scholars' critical reflections on teacher education (TE) within South Africa to offer insights into critical considerations for the socio-economic, transformational, social and environmental justice and decolonization challenges that the country faces. Much of the literature on teacher education takes on a policy and practice focus to the exclusion of deep and fundamental curriculum questions on what is teacher education for, for whom, where and who decides. Within South Africa, the Minimum Requirements for Teacher Education Qualification (MRTEQ) forms the official policy that informs teacher education curriculum and certification to become a teacher. This volume raises critical and complicated questions for teacher educators and curriculum scholars to inspire a deeper understanding of teacher education beyond a set of parochial policy prescribed modules/courses that one needs to take to become a professional teacher. Labby Ramrathan is Professor in the School of Education at the University of KwaZulu-Natal, South Africa. He is an NRF rated researcher and the editor of the Journal of Education, co-editor of the Springer series on Key Thinkers in Education and general editor of the Alternation African Scholarship Book series. His areas of scholarship include curriculum studies, teacher development and higher education. Suriamurthee Maistry is Professor in the School of Education at the University of KwaZulu-Natal, South Africa. He is a Curriculum Scholar and currently leads a project titled "Higher Education Curriculum and Pedagogic Responsiveness in the context of Innovative Artificial Intelligence (AI)." Sylvan Blignaut is Professor in the Department of Postgraduate Studies in the Faculty of Education at Nelson Mandela University, South Africa. His research interests centre on curriculum policy and theory, educational change, teacher epistemologies and decolonisation of higher education. .

Anmerkung: Chapter 1 The state of Teacher Education in South Africa -- Chapter 2 Thinking decolonisation within teacher education : curriculum as a relational space of becoming -- Chapter 3 Teacher Education's purpose and the plurality of dysconsciousness -- Chapter 4 An autoethnographic account of why an "Ethics of Care" matters -- Chapter 5 Can Teacher Education contribute to the "Settlement" of Education Debt ? -- Chapter 6 Teacher Education : Preparing student teachers to combat trafficking in persons -- Chapter 7 Towards preparing pre-service teachers for future education crises: The significance of emotional knowledge and learner resilience -- Chapter 8 Learning from early career teachers' entanglements with the initial teacher education curriculum -- Chapter 9 Teacher Education for the Technical and Vocational Education and Training Sector : a misconceived or misplaced priority -- Chapter 10 Glocal citizenship, social (in)justice and trafficking in persons: how should teachers act ?.

In: Springer Nature eBook

Weitere Ausg.: Printed edition: ISBN 9783031580895

Weitere Ausg.: Printed edition: ISBN 9783031580918

Weitere Ausg.: Printed edition: ISBN 9783031580925

Sprache: Englisch

DOI: 10.1007/978-3-031-58090-1

URL: https://doi.org/10.1007/978-3-031-58090-1

UID:

Umfang: 1 online resource (223 pages)

Ausgabe: 1st ed. 2024.

ISBN: 9783031580901

Inhalt: This edited volume focuses on Curriculum scholars' critical reflections on teacher education (TE) within South Africa to offer insights into critical considerations for the socio-economic, transformational, social and environmental justice and decolonization challenges that the country faces. Much of the literature on teacher education takes on a policy and practice focus to the exclusion of deep and fundamental curriculum questions on what is teacher education for, for whom, where and who decides. Within South Africa, the Minimum Requirements for Teacher Education Qualification (MRTEQ) forms the official policy that informs teacher education curriculum and certification to become a teacher. This volume raises critical and complicated questions for teacher educators and curriculum scholars to inspire a deeper understanding of teacher education beyond a set of parochial policy prescribed modules/courses that one needs to take to become a professional teacher. Labby Ramrathan is Professor in the School of Education at the University of KwaZulu-Natal, South Africa. He is an NRF rated researcher and the editor of the Journal of Education, co-editor of the Springer series on Key Thinkers in Education and general editor of the Alternation African Scholarship Book series. His areas of scholarship include curriculum studies, teacher development and higher education. Suriamurthee Maistry is Professor in the School of Education at the University of KwaZulu-Natal, South Africa. He is a Curriculum Scholar and currently leads a project titled “Higher Education Curriculum and Pedagogic Responsiveness in the context of Innovative Artificial Intelligence (AI).” Sylvan Blignaut is Professor in the Department of Postgraduate Studies in the Faculty of Education at Nelson Mandela University, South Africa. His research interests centre on curriculum policy and theory, educational change, teacher epistemologies and decolonisation of higher education. .

Anmerkung: Chapter 1 The state of Teacher Education in South Africa -- Chapter 2 Thinking decolonisation within teacher education : curriculum as a relational space of becoming -- Chapter 3 Teacher Education's purpose and the plurality of dysconsciousness -- Chapter 4 An autoethnographic account of why an "Ethics of Care" matters -- Chapter 5 Can Teacher Education contribute to the "Settlement" of Education Debt ? -- Chapter 6 Teacher Education : Preparing student teachers to combat trafficking in persons -- Chapter 7 Towards preparing pre-service teachers for future education crises: The significance of emotional knowledge and learner resilience -- Chapter 8 Learning from early career teachers' entanglements with the initial teacher education curriculum -- Chapter 9 Teacher Education for the Technical and Vocational Education and Training Sector : a misconceived or misplaced priority -- Chapter 10 Glocal citizenship, social (in)justice and trafficking in persons: how should teachers act ?.

Weitere Ausg.: Print version: Ramrathan, Labby Critical Reflections on Teacher Education in South Africa Cham : Springer International Publishing AG,c2024 ISBN 9783031580895

Sprache: Englisch

Schlagwort(e): Llibres electrònics

DOI: 10.1007/978-3-031-58090-1

UID:

Umfang: 1 online resource (223 pages)

Ausgabe: 1st ed.

ISBN: 9783031580901

Anmerkung: Intro -- Preface -- Contents -- Notes on Contributors -- List of Tables -- Chapter 1: The State of Teacher Education in South Africa -- Introduction -- Teacher Education and the Quality of School Education: What Are Scholars and the Public Saying? -- Transformation Imperatives for a Developing South Africa -- The Changing Policy Framework Informing Teacher Education Within South Africa -- Key Insights Drawn from the Evolution of Teacher Education Within South Africa -- Conclusion -- References -- Chapter 2: Thinking Decolonisation Within Teacher Education: Curriculum as a Relational Space of Becoming -- Decolonisation and Teacher Education -- Decolonising the Curriculum and Higher Education as Institution -- Teacher Educators' Voices -- Curriculum, More than Content -- Coloniality and Decoloniality -- Impetus of Institutional Cultures and Traditions -- Discussion: Decolonising the Curriculum as a Relational Space of Becoming -- Conclusion -- References -- Chapter 3: Teacher Education's Purpose and the Plurality of Dysconsciousness -- Introduction -- The Integration of Teacher Education into Universities in South Africa: The Convergence of Post-apartheid Restructuring and the Neoliberal Surge -- Neoliberal Creep and the Increased Intensity of an Accountability, Surveillance and Quality Assurance Ethos -- What Is Teacher Education For? A Question of Ideology -- Epistemological and Racial Dysconsciousness -- Concluding Comments: Towards an Ethico-onto-Epistemology -- References -- Chapter 4: An Autoethnographic Account of Why an 'Ethics of Care' Matters -- Introduction -- Why Teaching and Learning, and Teacher Education in Particular, Matters -- A Narrow Conception of Quality -- The Literature Base of an Ethics of Care -- A Sense of Belonging -- A Posthumanist Critique of Caring Relations -- Pedagogical Encounters: An Autoethnographic Account. , A Personal Reflection -- Implications for Teaching and Learning -- Concluding Remarks -- References -- Chapter 5: Can Teacher Education Contribute to the "Settlement" of Education Debt? -- Introduction -- Social Justice Approach -- Master-Apprentice Approach -- Applied Science Approach -- Competence Approach -- Reflective Approach -- Teacher Identity Approach -- A Brief History of Teacher Education in Post-Apartheid South Africa -- Developing the PGCE Programme at a University -- Productive Pedagogies -- PGCE Programme Structure -- The Idea of Education Debt and Working to Solve the Problem -- Discussion of Processes of Implementation -- Concluding Comments -- References -- Chapter 6: Teacher Education: Preparing Student Teachers to Combat Trafficking in Persons -- Introduction -- The Multifaceted Nature of Trafficking in Persons -- Family Life and the Illusion of Choice -- Employers and the State -- Debt and Migration -- Trafficking in Persons: A Social Justice Concern -- Possibilities for Teacher Education to Combat Trafficking Through the 4P-Paradigm -- Prevention -- Protection -- Prosecution -- Partnership -- Possibilities for Teacher Education to Combat Trafficking Through Utilising Minimum Requirements for Teacher Education Qualifications -- Possibilities for Teacher Education to Include Trafficking in Social Justice Education -- Closing Remarks -- References -- Chapter 7: Towards Preparing Pre-service Teachers for Future Education Crises: The Significance of Emotional Knowledge and Learner Resilience -- Introduction -- Learner Resilience and Emergency Remote Teaching -- The TPACK Framework -- Research Approach -- Challenges for Teachers in Implementing ERT in Historically Disadvantaged Schools in South Africa -- A Review of the Teaching Approaches and ICTs in Schools Used During the Pandemic. , Pre-service Teachers' Diverse Viewpoints on the Efficacy of ERT -- The Significance of Emotional Knowledge and Building Resilience Towards Preparing PSTs for Future Crises in Education -- Concluding Remarks -- References -- Chapter 8: "The Person Behind the Student": Learning from Early Career Teachers' Entanglements with the Initial Teacher Education Curriculum -- Contextualising Our Study -- Teacher Education in the Higher Education -- Our Theoretical Stance -- Our Research Process -- First Layer of Analysis: Our Pantoum Poetic Representation and Narrative Reflections -- Second Layer of Analysis: A Tanka Poem, Reflexive Dialogues and Discussion -- Discussion -- Closing -- References -- Chapter 9: Teacher Education for the Technical and Vocational Education and Training Sector: A Misconceived or Misplaced Priority -- Introduction -- A Brief History of TVET Education in South Africa -- Policies Shaping Teacher Education in the TVET Sector and the Purpose of Education -- State of Teacher Education in TVET -- What TVET Teacher Education Should Aspire For -- TVET Curriculum Design and Its Implications on Teacher Education: A Transactional Relationship -- Sketching the Way Forward for a More Socially Responsive Teacher Education in the TVET Section -- Conclusion -- References -- Chapter 10: What Is Teacher Education for? A Synthesis of Critiques and Insights -- Introduction -- A Reflective Journey on Teacher Education -- Key Insights Drawn from the Preceding Chapters -- Towards a Re-conceptualization of Teacher Education -- Conclusion -- References -- Index.

Weitere Ausg.: Print version: Ramrathan, Labby Critical Reflections on Teacher Education in South Africa Cham : Springer International Publishing AG,c2024 ISBN 9783031580895

Sprache: Englisch