Acquiring pedagogic authority while learning to teach

Show simple item record 2022-08-17T12:24:19Z 2022-08-17T12:24:19Z 2021-09-16 en
dc.description.abstract The quality of an education system and the quality of its teachers and teaching are interconnected. Learning to teach and teach meaningfully and equitably is a core priority of education reforms. In this article we reflect on what the process of learning to teach might mean for teachers in an education system. We ask how and to what extent initial teacher education mitigates and reduces education inequities. In particular, we examine the relationship between teaching practice as a core component of initial teacher education and education inequities. The article draws on data examining the nature of student teachers' experiences of teaching practice in the Western Cape of South Africa. We argue that the data illustrates that teaching practice does indeed invest future teachers with pedagogic authority. As such, it does indeed legitimate the position of student teachers in the classroom and within the education system, albeit with varying and differentiated outcomes for equity. en
dc.format.medium Print en
dc.publisher Council for the Development of Social Science Research in Africa en
dc.subject EDUCATION en
dc.subject TEACHER TRAINING en
dc.title Acquiring pedagogic authority while learning to teach en
dc.type Journal Article en
dc.description.version Y en
dc.ProjectNumber N/A en
dc.Volume 46(1) en
dc.BudgetYear 2021/22 en
dc.ResearchGroup Inclusive Economic Development en
dc.SourceTitle Africa Development en
dc.ArchiveNumber 12121 en
dc.PageNumber 23-44 en
dc.outputnumber 11273 en
dc.bibliographictitle McDonald, Z., Sayed, Y., De Kock, T. & Hoffmann, N. (2021) Acquiring pedagogic authority while learning to teach. Africa Development. 46(1):23-44. en
dc.publicationyear 2021 en
dc.contributor.author1 McDonald, Z. en
dc.contributor.author2 Sayed, Y. en
dc.contributor.author3 De Kock, T. en
dc.contributor.author4 Hoffmann, N. en

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