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Pre-service teachers' pedagogical learning during practicum placements in special schools
ARTICLE

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TATE Volume 36, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This paper discusses the pedagogical learning of some South African pre-service teachers during a practicum in ‘special’ schools. Besides promoting their understanding of diversity, these pre-service teachers noticed aspects of pedagogy that had been less visible to them during previous practicum sessions in ‘mainstream’ schools. An analysis of focus group interviews, Facebook posts, and journal entries suggests that their attention was drawn to the value of multiple representations of core concepts, lesson pacing and behavior management in responding to learning differences. Observing and teaching in special schools enabled some tacit aspects of their developing practice to become more explicit.

Citation

Walton, E. & Rusznyak, L. (2013). Pre-service teachers' pedagogical learning during practicum placements in special schools. Teaching and Teacher Education: An International Journal of Research and Studies, 36(1), 112-120. Elsevier Ltd. Retrieved November 17, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.07.011

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