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- Title
REFLECTING ON TEACHING PRACTICE DURING THE COVID-19 PANDEMIC: BRINGING THE PUZZLE PIECES TOGETHER.
- Authors
Knoetze, Susanna; Booysen, Tammy Irene; Khuhlane, Heide Nozuko
- Abstract
The COVID-19 pandemic's global impact on practice-based modules of university courses has been dramatic and the Teaching Practice (TP) component of Initial Teacher Education programmes has been no exception. The interpretive case study describes the reflective practices of the three TP coordinators of Rhodes University's Education Department as they responded to the developing needs of the department's TP programmes for final-year students. The TP coordinators were informed by aspects of collaboration and their decision-making was guided by interactions with various role players, with a special focus on the input from official directives and BEd final-year student teachers. These students' needs, experiences and insights allowed for the re-imagining of TP during the pandemic. The study is guided by the following research question: How can a collaborative approach by a community of practice ensure the development of an inclusive and effective TP programme that fulfils all the requirements of the Department of Higher Education and Training directives? The paper draws on the literature on social practice, especially on the theoretical framework of Wenger's Community of Practice. The paper concludes that the design of a practical TP programme is possible within a community of practice that allows for alignment and engagement within the programme while fulfilling the principles of social justice.
- Subjects
COVID-19 pandemic; TEACHER education; TEACHER development; SOCIAL justice; HIGH school department heads
- Publication
Journal of Educational Studies, 2022, p34
- ISSN
1680-7456
- Publication type
Article