Towards a theoretical framework for understanding PGCE student teacher learning in the Wild Coast Rural Schools’ Partnership project
Loading...
Date
2016
Authors
Pennefather, Jane
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
This article focuses on a theoretical model that I am developing in
order to understand student teacher learning in a rural context and
the enabling conditions that can support this learning. The question
of whether a supervised teaching practice in a rural context can
contribute to the development of student teacher professional
learning and their preparation to teach in a range of contexts
needs to be researched in an academically rigorous way in order to
understand student teacher learning in the Wild Coast Rural Schools’
Partnership Project and the implications for teacher education. The
article aims to go beyond the “story” of the project and a description
of student teacher experiences, to focus on a theoretical framework
for understanding student teacher learning. Previous work with
Postgraduate Certificate in Education (PGCE) students has
indicated that immersion in rural contexts in a supported way can
provide opportunities for the interruption of the knowledge of many
of the students (such as their existing schemata of rurality and of
teaching in rural areas). Furthermore, it can facilitate the creation
of new knowledge and altered mindsets through social participation
in rural communities and with each other in communal living and
teaching. The article explains the construction of a theoretical model,
which addresses situational and contextual elements needed to
understand student teacher learning.
Description
Keywords
PGCE student teacher learning, Case study, Rurality, Situated learning, Communities of practice, Teacher knowledge, Professional learning, Cultural historical activity theory (CHAT)
Citation
Pennefather, J. (2016). Towards a theoretical framework for understanding PGCE student teacher learning in the Wild Coast Rural Schools' Partnership project. Perspectives in Education, 34(1), 216-229.