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dc.contributor.authorPennefather, Jane
dc.date.accessioned2016-07-25T07:06:11Z
dc.date.available2016-07-25T07:06:11Z
dc.date.issued2016
dc.identifier.citationPennefather, 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.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3847
dc.identifier.urihttp://dx.doi.org/10.18820/2519593X/pie.v34i1.15
dc.description.abstractThis 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.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectPGCE student teacher learningen_ZA
dc.subjectCase studyen_ZA
dc.subjectRuralityen_ZA
dc.subjectSituated learningen_ZA
dc.subjectCommunities of practiceen_ZA
dc.subjectTeacher knowledgeen_ZA
dc.subjectProfessional learningen_ZA
dc.subjectCultural historical activity theory (CHAT)en_ZA
dc.titleTowards a theoretical framework for understanding PGCE student teacher learning in the Wild Coast Rural Schools’ Partnership projecten_ZA
dc.typeArticleen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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