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dc.contributor.authorIslam, Faisal
dc.date.accessioned2016-06-15T09:16:17Z
dc.date.available2016-06-15T09:16:17Z
dc.date.issued2012
dc.identifier.citationIslam, F. (2012). Understanding pre-service teacher education discourses in communities of practice: A reflection from an intervention in rural South Africa. Perspectives in Education, 30(1), 19-29.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3032
dc.description.abstractDrawing on an evaluation experience of a teacher education preparation project in a rural area of South Africa, this paper attempts to explore the possibility of using Communities of Practice (CoP) in teacher preparation. The paper concludes that the concept of CoP is powerful in providing spaces for self-reflection to pre-service teachers and challenging the dominant urban-based teacher education discourses in relation to rural schools. However, the CoP is also problematic, especially with regard to the issues of social differences among the members of the CoP and the sustainability of the broader influence of a CoP on marginalised rural communities.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectPre-service teachersen_ZA
dc.subjectTeacher preparationen_ZA
dc.subjectSelf-reflectionen_ZA
dc.subjectRural communitiesen_ZA
dc.subjectCommunities of practiceen_ZA
dc.titleUnderstanding pre-service teacher education discourses in Communities of Practice: a reflection from an intervention in rural South Africaen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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