Pre-Service Teachers' Professional Learning Experiences during Rural Teaching Practice in Acornhoek, Mpumalanga Province

Autor/inn/en	Nkambule, Thabisile; Mukeredzi, Tabitha Grace
Titel	Pre-Service Teachers' Professional Learning Experiences during Rural Teaching Practice in Acornhoek, Mpumalanga Province
Quelle	In: South African Journal of Education, 37 (2017) 3, Artikel 1371 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nkambule, Thabisile) ORCID (Mukeredzi, Tabitha Grace)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Learning Experience; Preservice Teacher Education; Preservice Teachers; Professional Education; Rural Schools; Student Teaching; Educational Practices; Professionalism; Semi Structured Interviews; Teaching Experience; Student Journals; Group Discussion; Foreign Countries; Qualitative Research; Elementary Education; Secondary Education; South Africa + Suchen Sie Ihr Suchwort? Lernerfahrung; Lehramtsstudiengang; Lehrerausbildung; Berufsausbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching practice; Unterrichtspraxis; Bildungspraxis; Professionalität; Studentenzeitung; Gruppendiskussion; Ausland; Qualitative Forschung; Elementarunterricht; Sekundarbereich; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The concept of student teaching practice is globally rooted in training pre-service teachers to work within diverse schools and learner populations, in dissimilar contexts. It is also a drive towards the development of knowledge, professionalism, sense of efficacy, and flexibility in their performance and interactions. There is seemingly little research that has been done in South Africa to gain insight into the pre-service teachers' development of knowledge and professionalism during rural teaching practice. In developing countries like South Africa, teaching practice challenges are usually severe, particularly in rural schools, where there is generally a paucity of information on the nature of school-based support pre-service teachers receive. In the article we explore pre-service teachers' professional learning experiences during teaching practice in Acornhoek, rural Bushbuckridge. The project used qualitative semi-structured reflective discussions and students' reflective journals to collect data. The findings show that pre-service teachers experienced a shift of mind as they engaged in professional thinking, learning and meaning making. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01