Supporting Natural Science Pre-Service Teachers during Work-Integrated Learning: A Case of a Lesson Study Approach

Botes, Wiets; Moreeng, Boitumelo; Mosia, Moeketsi

doi:10.26803/ijlter.19.10.4

Cited by 6 publications

(8 citation statements)

References 22 publications

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“…Epistemic success is the "collaborative knowledge-building, reflective learning, individual construction of knowledge and the ability to apply knowledge in practical situations" (Themane & Mabasa, 2021: 21). Botes, Moreeng and Mosia (2022) write about academic-literacy support interventions to supplement students' academic-literacy skill development. These authors also mention specialised cross-aged mentor support, which intends to aid with the academic needs of students who experience learning difficulties.…”

Section: Lareymentioning

confidence: 99%

An exploration of African-student agency: Placing students from historically disadvantaged communities at the centre

Larey

2023

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At the national universities within South Africa, various events during the past years indicate that students suffer under different kinds of oppression. It is widely acknowledged that students from poor, rural geographical areas find the university space alienating and not speaking to their life worlds. In this paper I respond to Fataar’s (2019) notion of the “misrecognised” university student in the South African context. My focus on students coming from historically disadvantaged communities aims to contribute to ongoing debates about social justice for students in the university sector. The problem to be addressed in this paper is the misalignment between the critical horizontal knowledge ofhistorically disadvantaged students and the knowledge codes of the university relating to learning, curriculum, and pedagogical practices. I therefore argue that if university institutional practices recognise, embrace, and align with students’ agency, resilience and adaption, a reframed institutional platform could engage students in their intellectual becoming. Furthermore, I am guided by two questions: 1) How can students from historically disadvantaged communities use their critical horizontal knowledges to connect with disciplinary and transdisciplinary knowledge of the university to enhance critical specialised consciousness in the becoming of ethical humans? and 2) How can an African theorisation of student agency form the basis to consciously reframe the core institutional function of the university? In responding to these questions, I locate my arguments in African-student agency, reviewing literature by African scholars to gain an understanding of the African concept of student agency.

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Section: Lareymentioning

confidence: 99%

An exploration of African-student agency: Placing students from historically disadvantaged communities at the centre

Larey

2023

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“…Empirical evidence has shown that the main difficulties concerning the operationalisation of an inclusive school culture have referred, in recent years, to the adequate training and preparation of the teacher and preservice teachers, both for the common class and for specialists (Watkins, 2012;European Agency for Special Needs and Inclusive Education, 2014;Ibe-Unesco, 2016;Simón et al, 2018;Botes et al, 2020), the need for changes in pedagogical practices (Aas, 2020;Holmqvist, 2020;Norwich et al, 2021), and, consequently, the educational process, which generally has sought to focus on students with different disabilities and special needs, rather than explore their full potential (Florian, 2019;Aas, 2020;Schlünzen et al, 2020). In addition, there is a body of research demonstrating that barriers to inclusion also include the lack of adaptation in the physical and architectural structure of the environment and accessibility in different aspects, especially the technological one (Almaiah et al, 2020;Beaunoyer et al, 2020;Dhawan, 2020;Leifler, 2020;Kim et al, 2021), and school leaders´ lack of knowledge about how to implement the aspects included in public policies (Schlünzen et al, 2020).…”

Section: Inclusive Education and The Ccm Approachmentioning

confidence: 99%

ARTICULAÇÃO ENTRE A ABORDAGEM CCM E O LESSON STUDY: desenvolvimento profissional docente promissor para uma educação inclusiva

Fluminhan¹,

Castro²,

Schlünzen³

et al. 2022

vjshr

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Quality provision of inclusion is directly impacted by the extent to which inclusive teaching practices are provided in inclusive educational settings. Besides exploring the contemporary concept of inclusion, this paper addresses the international research literature on Lesson Study (LS) for inclusive settings and investigates the Constructionist, Contextualized and Meaningful (CCM) approach by Schlünzen et al. (2020) as a possible fit to create enhanced conditions for inclusive education in tandem with LS. Findings showed that international experiential studies using LS for improving inclusion shared similar nature with the CCM approach regarding the collaboration amongst teachers for effective professional learning and the centrality of the students' voices to improve and transform teaching practices towards inclusion. Finally, the study suggests that the articulated use of LS and the CCM approach might ignite more effective inclusive teaching practices whilst providing an education that promotes all learning, and meets the needs of all students in inclusive educational settings. This study also indicates further avenues for empirical research to deepen the understanding of how the LS movement and the CCM approach integrated to teaching and learning can impact education in different cultures.

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“…The study on how to train science teachers in South African by Wiets B. et al (2020) gives a recommendation on organizing a lesson study for pre-service teachers during the training process. In this study, the generation of knowledge was inseparably associated with the collaborative practices and interaction that existed between the team of pre-service teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

International experience in organization of teaching practice in teacher training and some recommendations

Chongmouayang¹,

Bui

2020

VJE

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Given the strict guideline and significant innovation from the Laos Government, there are certain limitations in teacher training in Laos. This paper focuses on selected internationally published works on training teaching skills for prospective teachers (pre-service teachers) with document analysis method on articles and books of authors outside Laos. Subsequently, some recommendations to help innovate the pre-service teacher training process in Laos would be proposed in order to contribute to the development of teachers’ pedagogical competencies. It is suggested that the time allowance for pedagogical practice in high schools with the guidance of expert teachers, possibly through lesson planning and micro-teaching be increased. It is also necessary to pay more attention to equip teacher trainees with skills in using information technology and software in teaching (in particular pre-service mathematics teachers).

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Supporting Natural Science Pre-Service Teachers during Work-Integrated Learning: A Case of a Lesson Study Approach

Cited by 6 publications

References 22 publications

An exploration of African-student agency: Placing students from historically disadvantaged communities at the centre

An exploration of African-student agency: Placing students from historically disadvantaged communities at the centre

ARTICULAÇÃO ENTRE A ABORDAGEM CCM E O LESSON STUDY: desenvolvimento profissional docente promissor para uma educação inclusiva

International experience in organization of teaching practice in teacher training and some recommendations

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