Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/4588
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dc.contributor.authorMutemeri, Judith-
dc.contributor.authorChetty, Rajendra-
dc.date.accessioned2016-07-20T06:17:50Z-
dc.date.available2016-07-20T06:17:50Z-
dc.date.issued2011-
dc.identifier.urihttp://hdl.handle.net/11189/4588-
dc.description.abstractThe purpose of the study was to examine university-school partnerships in the process of teacher education. The research question that guided the study was how teacher educators partner with schools in teacher training. A qualitative study was preferred because the aim was to gather information and opinions on how teacher educators trained student teachers as well as to provide a forum for pre-service student teachers to air their views about how they were trained. Twenty- six lecturers and nine student focus groups, purposively sampled, participated in the study. An interview was used for data collection and Holliday's thematic approach was used to analyse the data. The research revealed that there was a weak partnership between teacher education and schools. The study recommends the creation of third spaces in teacher education which involve an "equal and more dialectical relationship between academic and practitioner knowledge" in support of student teachers' learning.en_US
dc.language.isoenen_US
dc.publisherEuropean Aviation Safety Agencyen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/za/en
dc.subjectMentorsen_US
dc.subjectPartnershipsen_US
dc.subjectPractice teachingen_US
dc.subjectSkills developmenten_US
dc.subjectStudent teacher learningen_US
dc.subjectThird spacesen_US
dc.titleAn examination of university-school partnerships in South Africaen_US
dc.type.patentArticleen_US
Appears in Collections:Edu - Journal Articles (DHET subsidised)
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