Critical Reflections on Teacher Education in South Africa

2024
ISBN: 978-3-031-58089-5
Verlag: Springer Nature Switzerland

Buch, Englisch, 213 Seiten, Format (B × H): 153 mm x 216 mm, Gewicht: 418 g

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.

Zielgruppe

Research

Autoren/Hrsg.

Ramrathan, Labby

Blignaut, Sylvan

Maistry, Suriamurthee

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

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 ?.

Über Autor(innen)

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 J, co-editor of the Springer series on and general editor of the  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.