Making conceptual connections visible to students in professional programmes: The case of initial teacher education

Rusznyak, Lee

doi:10.20853/30-2-576

Cited by 4 publications

(2 citation statements)

References 13 publications

(13 reference statements)

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“…This dynamic interaction involves both personal experience, intricate, abstract, and transferable knowledge and should not be left to chance or to the students themselves, as learning objectives may not always capture the differences between the 'logic of school' and the 'logic of (many different) practice(s)' ( 4). This challenge is not only experienced in nursing but tends to be encountered in other fields as well, such as in teacher education (10,11), engineering (12), and others.…”

Section: How Does the Organization Of Home-based Nursing In Clinical ...mentioning

confidence: 99%

Navigating the real world: The value of supervising Honours student nurses during home-based visits -An ethnographic case study of Honours nursing students’ semantic distributions.

Betzer,

Larsen,

Sandholm Larsen

et al. 2024

J. Nurs. Know

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Introduction This study explores Honours students’ enactment of home-based nursing during their internships. The emphasis is on examining how the structure of these internships impacts the students’ chances for knowledge building and, consequently, enhances the quality of their learning experience. Method The study employs a case-based approach, concentrating on four Honours nursing students who were meticulously observed over a period of two days each, using shadowing ethnography, as they provided home-based care. Furthermore, interviews were conducted with the students, one supervisor, and individuals overseeing the internships. We utilized analytical tools from the Semantics dimension of Legitimation Code Theory (LCT) to analyse the students' enactment of practice based on their reflections and actions. Findings Notable differences were identified between how the students drew on knowledge and principles when they were with a supervisor who were actively mediating the home-based visit versus when home-based visits were completed by themselves, without supervision. This was recognized, in LCT terms, as differences in the codes the students’ enacted and the semantic range of their knowledge-building. Conclusion This study emphasizes the importance of the organization of the students' internships, so that the individual - through supervision - is given the opportunity to deepen the quality of their learning with intentional practice through insights, according to the learning components of the education specifically and the subject field of nursing in general. Keywords: nursing education, supervision, home-based nursing, semantics, Legitimation Code Theory

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Section: How Does the Organization Of Home-based Nursing In Clinical ...mentioning

confidence: 99%

Navigating the real world: The value of supervising Honours student nurses during home-based visits -An ethnographic case study of Honours nursing students’ semantic distributions.

Betzer,

Larsen,

Sandholm Larsen

et al. 2024

J. Nurs. Know

View full text Add to dashboard Cite

show abstract

“…The policy stipulates that IP teachers must specialise in teaching two languages (Home Language teaching in one of the official languages and First Additional English Language teaching) (MRTEQ, 2015:24). The policy also provides the general principles and practices of inclusive teaching (Rusznyaki & Walton, 2019). While reading is regarded as a crisis impeding learners' academic performance in schools, the MRTEQ does not stipulate inclusive reading as part of the requirements for general teacher education qualifications.…”

Section: University Teacher Education Departments' Preparation Of Pre...mentioning

confidence: 99%

Methodology lecturers’ pedagogical strategies used to prepare pre-service Intermediate Phase isiZulu teachers for teaching inclusive reading

Ntshangase,

Tshuma

2023

PLING

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There is overwhelming evidence in the South African education context regarding reading challenges in schools. While the majority of studies conducted in the last decade focus heavily on learners’ inadequate age-appropriate reading skills, very few studies focus on teachers’ or teacher educators’ facilitation of effective reading comprehension skills, particularly for at-risk readers. In this study, the term at-risk readers refers to learners with reading difficulties in mainstream schools. Since pre-service teacher preparation is a responsibility of university teacher education departments, at the university level, effective pedagogical strategies for teaching inclusive reading to at-risk readers should be taught by university lecturers. The current study aims to analyse the pedagogical strategies used to prepare pre-service Intermediate Phase (IP) isiZulu teachers to teach inclusive reading in mainstream schools. This qualitative study is guided by the simple view of reading, which integrates word reading, language skills and reading comprehension for holistic literacy development. Data were collected through semi-structured interviews with seven isiZulu methodology lecturers purposively selected from five South African universities. The researcher analysed the qualitative data through thematic analysis. The unit of analysis in this study was pre-service lecturers’ strategies used to prepare IP isiZulu teachers to teach inclusive reading. Findings reveal that university teacher education departments do not adequately equip pre-service IP teachers with the necessary pedagogical skills to teach inclusive reading to at-risk readers in mainstream schools. This study aims to extend the debate on teacher pedagogical content knowledge required for developing inclusive reading in mainstream schools.

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Polarity in sociology of knowledge: the relationship between disciplinarity, curriculum, and social justice

Shalem

Allais

2019

The Curriculum Journal

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This paper examines two influential views within the sociology of knowledge, specifically in literature examining relationships between knowledge, curriculum, and social justice, located in the South African context of extreme inequality and poverty. The first emphasizes the role of disciplines in creating criteria of powerful knowledge, arguing that knowledge must be evidence‐based, generalizable, and revisable. The second argues for the importance of the social origins of knowledge for reasons both of strengthening knowledge and creating curricula that foster confidence in young scholars. We then draw on what we see as the strongest claims of each view and explore the value they bring to thinking about knowledge and curriculum debates raised by community of practitioners within three disciplines in the social science – economics, education studies, and history. Our brief consideration of these disciplines reveals that different disciplines face specific challenges which transverse, in different ways, the polarity which characterizes the debate so far. Strong aspects of each view feature in the development of each of the three disciplines, some in negative ways. This is an interesting finding, which demonstrates that principled debates couched in epistemological terms, when applied to specific disciplines, do not remain as a simple binary.

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Making conceptual connections visible to students in professional programmes: The case of initial teacher education

Cited by 4 publications

References 13 publications

Navigating the real world: The value of supervising Honours student nurses during home-based visits -An ethnographic case study of Honours nursing students’ semantic distributions.

Navigating the real world: The value of supervising Honours student nurses during home-based visits -An ethnographic case study of Honours nursing students’ semantic distributions.

Methodology lecturers’ pedagogical strategies used to prepare pre-service Intermediate Phase isiZulu teachers for teaching inclusive reading

Polarity in sociology of knowledge: the relationship between disciplinarity, curriculum, and social justice

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