Abstract

This article reports on the learning and professional development of 15 Bachelor of Education student teachers and the kinds of knowledge they gained through a cohort model of teaching practice during a four week residential practicum in a rural South African school. Drawing on concepts around socio-constructivism and teacher knowledge, data were collected from the student teachers’ reflective journals and audio-taped collaborative reflection sessions. Content analysis indicates that these pre-service teachers gained general pedagogic knowledge and, pedagogic content knowledge from, subject specialization collaborations, collaborative reflections and personal reflections and journaling. Reflections on their observations and participation in school activities, offered them knowledge of context. The paper illustrates that a cohort approach to student teaching practice, promotes learning and professional development and, adds value to their practicum.

Citation

Mukeredzi, T.G. (2014). Re-envisioning teaching practice: Student teacher learning in a cohort model of practicum in a rural South African context. International Journal of Educational Development, 39(1), 100-109. Elsevier Ltd. Retrieved August 7, 2024 from https://www.learntechlib.org/p/196598/.

Keywords

• Cohort
• collaboration
• Peers
• reflection
• Rural school
• student teacher
• teaching practice