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dc.contributor.authorBowie, Lynn
dc.contributor.authorReed, Yvonne
dc.date.accessioned2016-07-25T06:47:11Z
dc.date.available2016-07-25T06:47:11Z
dc.date.issued2016
dc.identifier.citationBowie, L., & Reed, Y. (2016). How much of what? An analysis of the espoused and enacted mathematics and English curricula for intermediate phase student teachers at five South African universities. Perspectives in Education, 34(1), 102-119.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3843
dc.identifier.urihttp://dx.doi.org/10.18820/2519593X/pie.v34i1.8
dc.description.abstractRegulatory bodies such as the Department of Higher Education and Training (DHET) provide a framework of formal criteria to be addressed by providers of initial teacher education (ITE) but these criteria can be interpreted in many different ways. The Initial Teacher Education Research Project (ITERP) has investigated the preparation of intermediate phase (grades 4 to 6) teachers of mathematics and English at five South African universities, selected as representative of the major ‘types’ of institutions offering ITE. In this article we draw on our analysis of data from this research to describe and discuss the courses in mathematics and English offered by each of the five universities to student teachers specialising in mathematics or English and to ‘non-specialists’. We suggest that while there are examples of excellent curriculum design and implementation, none of the universities in the study is fully addressing the challenges of teaching and learning in diverse intermediate phase classrooms. While acknowledging that answering the question “how much of what?” is particularly complex in teacher education contexts in which some students enter university with an inadequate knowledge base from which to develop content and pedagogic knowledge in a number of disciplines and inter-disciplinary fields, we offer some curriculum suggestions for teacher educators to consider.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectInitial teacher educationen_ZA
dc.subjectCurriculumen_ZA
dc.subjectMathematics for teachingen_ZA
dc.subjectEnglish for teachingen_ZA
dc.subjectIntermediate phaseen_ZA
dc.subjectDiverse classroomsen_ZA
dc.titleHow much of what? An analysis of the espoused and enacted mathematics and English curricula for intermediate phase student teachers at five South African universitiesen_ZA
dc.typeArticleen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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