Making conceptual connections visible to students in professional programmes: The case of initial teacher education

This paper presents a comparative analysis of education courses offered across five South African universities participating in the Initial Teacher Education Research Project. The analysis compares knowledge selected for compulsory education modules that are taken by all student teachers regardless of their subject / phase specializations. All programmes include modules that examine curriculum knowledge, learners, pedagogy and context as objects of study in their own right. However, these objects are studied through different practical and/or theoretical lenses. The extent to which each object is brought into relation with others is also variable and programme design structures suggest that these relationships will be explored in specialization courses. However, it should not be presumed that this will happen without explicit collaboration and coordination. It is recommended that the relations between the elements need explicitly to be designed into the compulsory courses, subject/phase specific pedagogy courses and in the design of the practicum

Preparing isiXhosa home language teachers for the 21st century classroom: Student teachers' experiences, challenges and reflections

The aim of the article is to identify the gaps between theory and practice in pre-service teacher training with special reference to the teaching of isiXhosa as a home language in the Further Education and Training (FET) phase (Grades 10–12) in some Western Cape high schools. The article is based on data that was collected from Postgraduate Certificate in Education (PGCE) students taking isiXhosa (home language) as one of their teaching method subjects as part of their pre-service training. The data were collected by means of an open-ended questionnaire, semi-structured interviews and an analysis of student teachers’ reflective journals. The article provides an analysis of PGCE students’ experiences and reflections on the teaching of isiXhosa as a home language in schools. It argues that if there is a gap between theory underpinning initial pre-service training and actual practice in schools, there will be no significant improvement in the teaching of isiXhosa as a home language. It concludes by proposing ways of improving both pre-service and in-service teacher education practice to develop African languages as academic or intellectual languages at school level

Characteristics of bamboo defects in peapod-grown double-walled carbon nanotubes

Single-walled carbon nanotubes can function as nanoscale reaction chambers for growing smaller nanotubes within the host tube from encapsulated fullerenes by annealing. The diameter of the host outer tube restricts the diameter of the inner tube due to van der Waals interactions but not its chirality: it is possible that inner tubes with different chiralities start to grow in different places at the same time. A straight junction occurs at the connection of these two tubes which we refer to as bamboo defects. We show that localized states appear in the calculated density of states associated with these bamboo defects, some of them close to the Fermi level, and present a detailed theoretical study of ballistic transport through double-walled tubes where the inner shell contains bamboo defects. We find that the presence of bamboo defects should be possible to detect through electronic-transport measurements and the number of bamboo defects per unit length can be extracted from the structure of the resonances appearing in the transmission coefficient

‘Theory’ for teacher practice: A typology of application tasks in teacher education

Debates about the relation between educational theory and teaching practice are embodied in assessment tasks that prompt student teachers to relate theoretical concepts and simulated or directly experienced practice-based contexts in relation to one another. To establish clarity on the ways in which theory and practice can be positioned in relation to one another in application tasks, we revisit the debate between Paul Hirst and Wilfred Carr (2005) about the role of theory in and for education. We provide examples of assessment tasks and then present a typology showing how such tasks demarcate conceptual and contextual objects of study in ways that are more or less visible to students. We argue that the more visibly the concepts are demarcated, the greater the possibilities are for student teachers to develop systematized bodies of educational knowledge that are able to provide organizing insights into their developing practice. While we concede that there might be valid pedagogical reasons for doing so, we argue that when conceptual objects are less visible to students, the underlying message that is transmitted to students is that educational theory is not specialized knowledge and is not distinctively different from their common-sense perspectives. This approach is less likely to promote their acquisition of systematized knowledge for and of practice

Supporting the academic success of first-year students in South Africa: A study of the epistemological access they acquired through a lecture and text

Much is at stake with regard to academic success of first-year students in higher education. This paper presents the findings of an empirical study which looks at shifts in students’ understanding of a concept through a systematic sequence of learning opportunities in a university-based course. While 89% of participants could satisfactorily identify criteria of the concept following an introductory lecture, only 41% could adequately articulate their understanding of that concept. One third of the participants did not read the prescribed text. For students who did the reading, lectures and the provision of reading materials provided sufficient opportunities for half of them satisfactorily to comprehend the requisite concepts. Consolidation in a follow-up session is necessary to provide additional opportunities for students adequately to comprehend a concept.

Why academic depth and rigour in university-based coursework matters for prospective teachers

Initial teacher education (ITE) serves as a bridge between prospective teachers exiting the school system to enrol in teacher education faculties, on the one hand and newly qualified teachers (NQTs) who are embarking on a career in schooling on the other. The present paper describes the language and thinking skills student teachers bring to their ITE programmes and the conditions faced by NQTs when they enter schools on the other side of the chalk face. This is the context within which we ask the question: To what extent are the universities providing the teachers required by the school system? While a review of the literature, together with new evidence emerging from the Initial Teacher Education Research Project (ITERP) study, indicates that the answer to this question is by no means unequivocally positive, the Department of Higher Education and Training (DHET) has issued new regulations aimed at addressing the gap between current programmes and the demands of schooling. We conclude by arguing that the quality of ITE will only be improved once teacher educators move their practices closer to those of practitioners in the strong professions, which are characterised by the development of a strong theoretical knowledge base, from which effective protocols of practice may be derived and which is continuously interrogated by the practitioners themselves. We suggest that the place to start on this quest is the instruction of prospective primary school teachers in early literacy and numeracy