LEADER 05466nam 2200469 450 001 9910476952803321 005 20230515222604.0 035 $a(CKB)5470000000566771 035 $a(NjHacI)995470000000566771 035 $a(EXLCZ)995470000000566771 100 $a20230515d2020 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aBecoming a teacher $eresearch on the work-integrated learning of student teachers /$fedited by Josef De Beer, Neal Petersen, Herman J. Van Vuuren 210 1$aCape Town, South Africa :$cAOSIS Publishing,$d[2020] 210 4$dİ2020 215 $a1 online resource (xxxviii, 431 pages) $cillustrations 225 1 $aNWU self-directed learning series ;$vVolume 4 311 $a1-928523-35-8 327 $aChapter 1 The journey of becoming a professional teacher: policy directives and current practices / Herman J. van Vuuren -- Chapter 2 TeachLivETM: Learning from practice in a mixed reality teaching environment / Carisma Nel, Elma Marais, Lisa Dieker -- Chapter 3 The value of work-integrated learning for professional teacher development programmes in open distance learning / Divan Jagals -- Chapter 4 WIL and teaching schools: The UJ teaching school experience / Sarita Ramsaroop, Nadine Petersen, Sarah Gravett -- Chapter 5 The first-year student teacher as a self-directed learner / Neal Petersen, Josef de Beer, Elsa Mentz -- Chapter 6 Self-directed learning in Teacher Education: Lessons from Finland / Elsa Mentz, Josef de Beer -- Chapter 7 The affordances of case-based teaching that draws on drama in pre-service teacher education / Josef de Beer, Marthie van der Walt, Byron Bunt -- Chapter 8 "WIL goes POP": The role of a Professional Orientation Programme in addressing the apprenticeship of observation in first year B.Ed students / Carolina Botha, Elizabeth M. Reyneke -- Chapter 9 The Role of Reflection as Vehicle for Self-Directed Learning during Work-Integrated Learning of Student Teachers / Juliet Rens, Lounell White, Lettie Botha -- Chapter 10 The Role of WIL Excursions in Preparing Student Teachers for Diverse Classrooms and Teaching Social Justice in South African Classrooms / Tswakae Sebotsa, Neal Petersen, Melissa Speight Vaughn -- Chapter 11 A hybrid model building on prolepsis for effective practice teaching in pre-service Life Sciences teacher education / Josef de Beer, Sarah Gravett -- Chapter 12 An alternative model for Work Integrated Learning in South African schools / Izak Oosthuizen, Lloyd Conley, Carolina Botha. 330 $aThis book disseminates original research on learning in and from practice in pre-service teacher education. Authors such as Lederman and Lederman describe the student teaching practicum (or work-integrated learning [WIL]), which is an essential component of pre-service teacher education, as the 'elephant in the room'. These authors note that 'the capstone experience in any teacher education programme is the student teaching practicum ... [a]fter all, this is where the rubber hits the road'. However, many teacher educators will agree that this WIL component is sometimes very insufficient in assisting the student teacher to develop their own footing and voice as a teacher. This is the 'gap' that this research book addresses. Most of the chapters in the book report empirical data, with the exception of two chapters that can be categorized as systematic reviews. WIL is addressed from various angles in the chapters. Chapter 6 focuses on research related to what makes Finnish teacher education so effective, and in Chapter 4 researchers of the University of Johannesburg disseminate their findings on establishing a teaching school (based on Finnish insights) in Johannesburg. Chapter 3 highlights the challenges faced in open-and distance learning teacher education contexts. Several of the chapters disseminate research findings on alternative interventions to classic WIL, namely, where "safe spaces" or laboratories are created for student teachers to learn and grow professionally. These could either be simulations, such as software programmes and avatars in the intervention described in Chapter 2; student excursions, as the findings in chapters 5, 7 and 10 portray; or alternative approaches to WIL (e.g. Chapters 11 and 12). The book is devoted to scholarship in the field of pre-service teacher education. The target audience is scholars working in the fields of pre-service teacher education, work-integrated learning, and self-directed learning. The book makes a unique contribution in terms of firstly its extensive use of Cultural-Historical Activity Theory as a research lens, and secondly in drawing on various theoretical frameworks. Both quantitative and qualitative research informed the findings of the book. 410 0$aNWU self-directed learning series ;$vVolume 4. 517 $aBecoming a teacher 606 $aIndependent study 606 $aSelf-managed learning 606 $aStudent teachers$zSouth Africa 615 0$aIndependent study. 615 0$aSelf-managed learning. 615 0$aStudent teachers 676 $a371.3943 702 $aDe Beer$b Josef 702 $aPetersen$b Neal 702 $aVan Vuuren$b Herman J. 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910476952803321 996 $aBecoming a teacher$92987664 997 $aUNINA