Original Research

Teaching schools as teacher education laboratories

Sarah Gravett, Sarita Ramsaroop
South African Journal of Childhood Education | Vol 7, No 1 | a527 | DOI: https://doi.org/10.4102/sajce.v7i1.527 | © 2017 Sarah Gravett, Sarita Ramsaroop | This work is licensed under CC Attribution 4.0
Submitted: 02 March 2017 | Published: 08 December 2017

About the author(s)

Sarah Gravett, Department of Childhood Education, University of Johannesburg, South Africa
Sarita Ramsaroop, Department of Childhood Education, University of Johannesburg, South Africa


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Abstract

This study emanated from the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa. This Framework proposes that teaching schools should be established in the country to improve the teaching practicum component of pre-service teacher education. A generic qualitative study was undertaken to explore the affordances of a teaching school to enable student teacher learning for the teaching profession. The overarching finding of the study is that a teaching school holds numerous affordances for enabling meaningful student teacher learning for the teaching profession. However, the full affordances of a teaching school will not be realised if a teaching school is viewed merely as a practicum site. Foregrounding a laboratory view of practice work in a teaching school could enable true research-oriented teacher education. A teaching school as a teacher education laboratory would imply a deliberate inclusion of cognitive apprenticeship and an inquiry orientation to learning in the schoo

Keywords

teacher education; school practicum, teaching school, university-school collaboration, John Dewey

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Crossref Citations

1. The practice learning experiences of student teachers at a rural campus of a South African university
Sarah J. Gravett, Lindiwe Jiyane
South African Journal of Childhood Education  vol: 9  issue: 1  year: 2019  
doi: 10.4102/sajce.v9i1.702