A Foundation for Foundation Phase Teacher Education: Making Wise Educational Judgements

Autor/inn/en	Murris, Karin; Verbeek, Clare
Titel	A Foundation for Foundation Phase Teacher Education: Making Wise Educational Judgements
Quelle	In: South African Journal of Childhood Education, 4 (2014) 2, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; Teacher Education Programs; Role of Education; Preservice Teacher Education; Pedagogical Content Knowledge; Socialization; Teacher Qualifications; Student Development; Child Development; Democracy; Social Justice; Integrity; Reflection; Aesthetics; Creativity; Play; Teaching Methods; Curriculum; Semiotics; Early Childhood Education; South Africa + Suchen Sie Ihr Suchwort? Ausland; Bildungsauftrag; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Socialisation; Sozialisation; Lehrqualifikation; Kindesentwicklung; Demokratie; Soziale Gerechtigkeit; Integrität; Ästhetik; Kreativität; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Semiotik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	We start our paper with a critical exploration of the current 'back to basics' approach in South African foundation phase teacher education with its emphasis on strengthening the teaching of subject knowledge. We claim that such a proposal first demands an answer to the question 'what is foundational in foundation phase teaching?' We propose an answer in three stages. First we argue that teacher education should be concerned not only with schooling or qualification (knowledge, skills and dispositions) and socialisation, but, drawing on Gert Biesta's work, also with subjectification (educating the person towards the ability to make wise educational judgements). Secondly, these three aims of education lead to five core principles, and we finish by showing how these principles inform our storied, thinking and multimodal/semiotic curriculum. Our answer to our leading question is that pedagogical 'know-how' and views of 'child' and 'childhood' constitute the subject knowledge that is foundational in the foundation phase curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01