Contexts and Concepts: Analysing Learning Tasks in a Foundation Phase Teacher Education Programme in South Africa

Autor/inn/en	Christiansen, Iben; Bertram, Carol; Mukeredzi, Tabitha
Titel	Contexts and Concepts: Analysing Learning Tasks in a Foundation Phase Teacher Education Programme in South Africa
Quelle	In: Asia-Pacific Journal of Teacher Education, 46 (2018) 5, S.511-526 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Christiansen, Iben) ORCID (Bertram, Carol)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2018.1461804
Schlagwörter	Teacher Education Programs; Student Teachers; Informal Education; Elementary School Teachers; Foreign Countries; Teacher Qualifications; Task Analysis; Concept Formation; Educational Practices; Knowledge Base for Teaching; Decision Making; Program Descriptions; Child Development; Play; Creativity; Teaching Methods; South Africa + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Informelle Bildung; Nichtformale Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Lehrqualifikation; Aufgabenanalyse; Concept learning; Begriffsbildung; Bildungspraxis; Teaching theory; Theory of teaching; Unterrichtstheorie; Decision-making; Entscheidungsfindung; Kindesentwicklung; Spiel; Kreativität; Teaching method; Lehrmethode; Unterrichtsmethode; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Within teacher education, there is ongoing debate about the nature and extent of the propositional and conceptual knowledge that teachers need. In this paper we interrogate the learning tasks detailed in six learning modules offered in a formal qualification for South African Foundation Phase (grade R-3) teachers. Our purpose is to analyse to what extent the in-text informal learning tasks foreground the conceptual object of study or the practice-based context, and thus the extent to which these tasks require teachers to develop systematic conceptual knowledge which is clearly related to practice. Tasks which make visible "both" the conceptual object of study and the practice-based context are most likely to enable teachers to systematise ideas, and thus build professional judgement. Our findings show that there are differences between the six modules, but that generally the conceptual object of study is not made strongly visible in the learning tasks, except in the mathematics education modules. We argue that this will have implications for the development of the student teachers' systematised knowledge and professional judgement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01