Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/3480
Title: Assumptions underpinning the conceptualisation of professional learning in teacher education
Authors: Reeves, Cheryl 
Robinson, Maureen 
Keywords: Professional learning;Models of teacher education;Reflective practice;Pedagogical knowledge
Issue Date: 2014
Publisher: HESA; Unisa Press
Source: Reeves, C. & Robinson, M. (2014). Assumptions underpinning the conceptualisation of professional learning in teacher education. South African Journal of Higher Education, 28(1): 236–253
Abstract: This article outlines different approaches to the development of pre-service student teachers’ professional knowledge of and for practice. Key debates and positions are identified in the literature regarding aspects of the theory-practice relationship. These include: different theories of knowledge and skills transfer; assumptions about the type of expertise future teachers should possess and about ‘what counts’ as the knowledge underpinning the practice of teaching; and different positions on the relationship between pedagogical knowledge and subject knowledge. The article considers how these various conceptualisations and assumptions influence curriculum thinking, and how these are linked to contemporary debates and policy frameworks on teacher education in South Africa.
URI: http://hdl.handle.net/11189/3480
http://reference.sabinet.co.za/document/EJC153353
ISSN: 10113487
Rights: http://creativecommons.org/licenses/by-nc-sa/3.0/za/
Appears in Collections:Edu - Journal Articles (DHET subsidised)

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