Professional practice schools as a form of school-university partnership in teacher education : towards a social justice agenda
Date
2016
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of South Africa Press
Abstract
Twenty years into democracy, South Africa is still struggling to improve the quality of its education system. The identification of schools that can work closely with universities to mentor student teachers has been suggested as one way in which teacher education can contribute to an improved education system. The article outlines research that was conducted to establish the conditions for the establishment of Professional Practice schools, seen as schools that, regardless of resource level, would offer excellent support to student teachers on Teaching Practice. Drawing on activity theory as well as Fraser’s (2008) three dimensional theory of justice, the paper explores the challenges and possibilities of such school-university partnerships as a form of social justice in South Africa. Vision, agency, shared expertise, material conditions and institutional capacity are argued to be key factors of a system-wide approach to enhancing teacher education in the country.
Description
CITATION: Robinson, M. 2016. Professional practice schools as a form of school-university partnership in teacher education : towards a social justice agenda. Education as change, 20(2):11–26, doi:10.17159/1947-9417/2016/496.
The original publication is available at https://upjournals.co.za/index.php/EAC
The original publication is available at https://upjournals.co.za/index.php/EAC
Keywords
Teachers -- Training of, Teaching -- Practice -- South Africa
Citation
Robinson, M. 2016. Professional practice schools as a form of school-university partnership in teacher education : towards a social justice agenda. Education as change, 20(2):11–26, doi:10.17159/1947-9417/2016/496.