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Contexts and concepts: analysing learning tasks in a foundation phase teacher education programme in South Africa
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0003-4317-7335
2018 (English)In: Asia-Pacific Journal of Teacher Education, ISSN 1359-866X, E-ISSN 1469-2945Article in journal (Refereed) Epub ahead of print
Abstract [en]

Within teacher education, there is ongoing debate about the nature and extent of the propositional and conceptual knowledge that teachers need. In this paper we interrogate the learning tasks detailed in six learning modules offered in a formal qualification for South African Foundation Phase (grade R-3) teachers. Our purpose is to analyse to what extent the in-text informal learning tasks foreground the conceptual object of study or the practice-based context, and thus the extent to which these tasks require teachers to develop systematic conceptual knowledge which is clearly related to practice. Tasks which make visible both the conceptual object of study and the practice-based context are most likely to enable teachers to systematise ideas, and thus build professional judgement. Our findings show that there are differences between the six modules, but that generally the conceptual object of study is not made strongly visible in the learning tasks, except in the mathematics education modules. We argue that this will have implications for the development of the student teachers’ systematised knowledge and professional judgement.

Place, publisher, year, edition, pages
2018.
Keywords [en]
Teacher education, South Africa, professional knowledge, conceptual coherence
National Category
Educational Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-157916DOI: 10.1080/1359866X.2018.1461804OAI: oai:DiVA.org:su-157916DiVA, id: diva2:1228169
Available from: 2018-06-27 Created: 2018-06-27 Last updated: 2018-07-26

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