2 - Acquiring Pedagogic Authority While Learning to Teach
Corresponding Author(s) : Zahraa McDonald
Africa Development,
Vol. 46 No. 1 (2021): Africa Development
Abstract
are interconnected. Learning to teach and teach meaningfully and equitably
is a core priority of education reforms. In this article we reflect on what
the process of learning to teach might mean for teachers in an education
system. We ask how and to what extent initial teacher education mitigates
and reduces education inequities. In particular, we examine the relationship
between teaching practice as a core component of initial teacher education
and education inequities. The article draws on data examining the nature
of student teachers’ experiences of teaching practice in the Western Cape of
South Africa. We argue that the data illustrates that teaching practice does
indeed invest future teachers with pedagogic authority. As such, it does indeed
legitimate the position of student teachers in the classroom and within the
education system, albeit with varying and differentiated outcomes for equity.
Keywords
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- Ahmed, R. and Sayed, Y., 2012, ‘Promoting access and enhancing education oppor- tunities? The case of “no-fee schools” in South Africa’, Compare, Vol. 39, No. 2, pp. 203-218.
- Apple, M.W., 2006, Educating the right way: Markets, standards, God and inequality, 2nd ed., New York: Routledge.
- Bourdieu, P. and Passeron, J., 1990, Reproduction in education, society and culture, 2nd ed., London: Sage.
- Chisholm, L. (2012). ‘Apartheid education legacies and new directions in post- apartheid South Africa’, Storia Delle Donne, Vol. 8, pp. 81-103.
- Council on Higher Education (CHE), 2010, Report on the National Review of Academic and Professional Programmes in Education, Pretoria: Council for Higher Education.
- Department of Basic Education (DBE), 2011a, National curriculum statement (NCS), Curriculum and assessment policy: English, Mathematics, Pretoria: Department of Basic Education.
- Department of Basic Education (DBE), 2011b, National curriculum statement (NCS). Curriculum and assessment policy: English Home Language, Pretoria: Department of Basic Education.
- Department of Basic Education (DBE), 2011c, National curriculum statement (NCS), Curriculum and assessment policy: Afrikaans First Additional Language, Pretoria: Department of Basic Education.
- Department of Basic Education (DBE), 2011d, National curriculum statement (NCS), Cur- riculum and assessment policy: English Life Skills, Pretoria: Department of Basic Education.
- Department of Basic Education (DBE) and Department of Higher Education and Training (DHET), (2011), Integrated strategic planning framework for teacher education and development in South Africa 2011-2025, Pretoria:
- Department of Basic Education and Department of Higher Education and Training Department of Education (DoE), 2000, Norms and standards for educators, Pretoria: Department of Education.
- Department of Higher Education and Training (DHET), 2011, Minimum require- ments for teacher education qualifications (MRTEQ), Pretoria: Department of Higher Education and Training.
- Department of Higher Education and Training (DHET), 2015, Minimum require- ments for teacher education qualifications (MRTEQ), Pretoria: Department of Higher Education and Training.
- Freire, P., 1970, Pedagogy of the oppressed, New York: Continuum International Publishing Group.
- Giroux, H., 1988, Teachers as intellectuals: Toward a critical pedagogy of learning, South Hadley, MA: Bergin Garvey.
- Howie, S., Combrink, C., Roux, K., Tshele, M., Mokoena, G. and Palene, N.M, 2017, PIRLS Literacy 2016, Progress in International Reading Literacy Study 2016, South African Children’s Reading Literacy Achievement, Pretoria: Centre for Evalu- ation and Assessment.
- Kruss, G., 2009, ‘Curriculum restructuring in context: 1994-2007’, in G. Kruss, ed., Opportunities and challenges for teacher education curriculum in South Africa, Pretoria: HSRC, pp. 17-30.
- Mourshed, M., Chikjioke, C. and Barber, M., 2010, How the world’s most improved school systems keep getting better, Philadelphia, PA: McKinsey and Company.
- Pantic, N., 2015, ‘A model for study of teacher agency for social justice. Teachers and teaching’, Theory and Practice, Vol. 21, No. 6, pp. 759-778.
- Robinson, M., 2003, ‘Teacher education policy in South Africa: The voice of teacher educators’, Journal of Education for Teaching, Vol. 29, No. 1, pp. 19-34.
- Schäfer, M. and Wilmot, D., 2012, ‘Teacher education in post-apartheid South Africa: Navigating a way through competing state and global imperatives for change’, Prospects, Vol. 42, pp. 41-54.
- Sayed, Y., 2002, ‘Changing forms of teacher education in South Africa: A case study of policy change’, International Journal of Education Development, Vol. 22, pp. 381-395.
- Sayed, Y., Badroodien, A., Omar, Y., McDonald, Z., Salmon, T., Balie, L., De Kock, T., Singh, M., Raanhuis, J., Robinson, N. and Nakidien, T., 2017, Engaging teachers in peacebuilding in post-conflict contexts: Evaluating education interventions in South Africa, South Africa Country Report, ESRC/DFID Research Report, University of Sussex, UK.
References
Ahmed, R. and Sayed, Y., 2012, ‘Promoting access and enhancing education oppor- tunities? The case of “no-fee schools” in South Africa’, Compare, Vol. 39, No. 2, pp. 203-218.
Apple, M.W., 2006, Educating the right way: Markets, standards, God and inequality, 2nd ed., New York: Routledge.
Bourdieu, P. and Passeron, J., 1990, Reproduction in education, society and culture, 2nd ed., London: Sage.
Chisholm, L. (2012). ‘Apartheid education legacies and new directions in post- apartheid South Africa’, Storia Delle Donne, Vol. 8, pp. 81-103.
Council on Higher Education (CHE), 2010, Report on the National Review of Academic and Professional Programmes in Education, Pretoria: Council for Higher Education.
Department of Basic Education (DBE), 2011a, National curriculum statement (NCS), Curriculum and assessment policy: English, Mathematics, Pretoria: Department of Basic Education.
Department of Basic Education (DBE), 2011b, National curriculum statement (NCS). Curriculum and assessment policy: English Home Language, Pretoria: Department of Basic Education.
Department of Basic Education (DBE), 2011c, National curriculum statement (NCS), Curriculum and assessment policy: Afrikaans First Additional Language, Pretoria: Department of Basic Education.
Department of Basic Education (DBE), 2011d, National curriculum statement (NCS), Cur- riculum and assessment policy: English Life Skills, Pretoria: Department of Basic Education.
Department of Basic Education (DBE) and Department of Higher Education and Training (DHET), (2011), Integrated strategic planning framework for teacher education and development in South Africa 2011-2025, Pretoria:
Department of Basic Education and Department of Higher Education and Training Department of Education (DoE), 2000, Norms and standards for educators, Pretoria: Department of Education.
Department of Higher Education and Training (DHET), 2011, Minimum require- ments for teacher education qualifications (MRTEQ), Pretoria: Department of Higher Education and Training.
Department of Higher Education and Training (DHET), 2015, Minimum require- ments for teacher education qualifications (MRTEQ), Pretoria: Department of Higher Education and Training.
Freire, P., 1970, Pedagogy of the oppressed, New York: Continuum International Publishing Group.
Giroux, H., 1988, Teachers as intellectuals: Toward a critical pedagogy of learning, South Hadley, MA: Bergin Garvey.
Howie, S., Combrink, C., Roux, K., Tshele, M., Mokoena, G. and Palene, N.M, 2017, PIRLS Literacy 2016, Progress in International Reading Literacy Study 2016, South African Children’s Reading Literacy Achievement, Pretoria: Centre for Evalu- ation and Assessment.
Kruss, G., 2009, ‘Curriculum restructuring in context: 1994-2007’, in G. Kruss, ed., Opportunities and challenges for teacher education curriculum in South Africa, Pretoria: HSRC, pp. 17-30.
Mourshed, M., Chikjioke, C. and Barber, M., 2010, How the world’s most improved school systems keep getting better, Philadelphia, PA: McKinsey and Company.
Pantic, N., 2015, ‘A model for study of teacher agency for social justice. Teachers and teaching’, Theory and Practice, Vol. 21, No. 6, pp. 759-778.
Robinson, M., 2003, ‘Teacher education policy in South Africa: The voice of teacher educators’, Journal of Education for Teaching, Vol. 29, No. 1, pp. 19-34.
Schäfer, M. and Wilmot, D., 2012, ‘Teacher education in post-apartheid South Africa: Navigating a way through competing state and global imperatives for change’, Prospects, Vol. 42, pp. 41-54.
Sayed, Y., 2002, ‘Changing forms of teacher education in South Africa: A case study of policy change’, International Journal of Education Development, Vol. 22, pp. 381-395.
Sayed, Y., Badroodien, A., Omar, Y., McDonald, Z., Salmon, T., Balie, L., De Kock, T., Singh, M., Raanhuis, J., Robinson, N. and Nakidien, T., 2017, Engaging teachers in peacebuilding in post-conflict contexts: Evaluating education interventions in South Africa, South Africa Country Report, ESRC/DFID Research Report, University of Sussex, UK.