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024 7 _a10.1007/978-3-031-58090-1
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245 1 0 _aCritical Reflections on Teacher Education in South Africa
_h[electronic resource] /
_cedited by Labby Ramrathan, Suriamurthee Maistry, Sylvan Blignaut.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Palgrave Macmillan,
_c2024.
300 _aXVII, 213 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
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338 _aonline resource
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505 0 _aChapter 1 The state of Teacher Education in South Africa -- Chapter 2 Thinking decolonisation within teacher education : curriculum as a relational space of becoming -- Chapter 3 Teacher Education's purpose and the plurality of dysconsciousness -- Chapter 4 An autoethnographic account of why an "Ethics of Care" matters -- Chapter 5 Can Teacher Education contribute to the "Settlement" of Education Debt ? -- Chapter 6 Teacher Education : Preparing student teachers to combat trafficking in persons -- Chapter 7 Towards preparing pre-service teachers for future education crises: The significance of emotional knowledge and learner resilience -- Chapter 8 Learning from early career teachers' entanglements with the initial teacher education curriculum -- Chapter 9 Teacher Education for the Technical and Vocational Education and Training Sector : a misconceived or misplaced priority -- Chapter 10 Glocal citizenship, social (in)justice and trafficking in persons: how should teachers act ?.
520 _aThis edited volume focuses on Curriculum scholars' critical reflections on teacher education (TE) within South Africa to offer insights into critical considerations for the socio-economic, transformational, social and environmental justice and decolonization challenges that the country faces. Much of the literature on teacher education takes on a policy and practice focus to the exclusion of deep and fundamental curriculum questions on what is teacher education for, for whom, where and who decides. Within South Africa, the Minimum Requirements for Teacher Education Qualification (MRTEQ) forms the official policy that informs teacher education curriculum and certification to become a teacher. This volume raises critical and complicated questions for teacher educators and curriculum scholars to inspire a deeper understanding of teacher education beyond a set of parochial policy prescribed modules/courses that one needs to take to become a professional teacher. Labby Ramrathan is Professor in the School of Education at the University of KwaZulu-Natal, South Africa. He is an NRF rated researcher and the editor of the Journal of Education, co-editor of the Springer series on Key Thinkers in Education and general editor of the Alternation African Scholarship Book series. His areas of scholarship include curriculum studies, teacher development and higher education. Suriamurthee Maistry is Professor in the School of Education at the University of KwaZulu-Natal, South Africa. He is a Curriculum Scholar and currently leads a project titled “Higher Education Curriculum and Pedagogic Responsiveness in the context of Innovative Artificial Intelligence (AI).” Sylvan Blignaut is Professor in the Department of Postgraduate Studies in the Faculty of Education at Nelson Mandela University, South Africa. His research interests centre on curriculum policy and theory, educational change, teacher epistemologies and decolonisation of higher education. .
650 0 _aTeachers
_xTraining of.
_958400
650 0 _aEducation, Higher.
650 0 _aEducation
_xCurricula.
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650 1 4 _aTeaching and Teacher Education.
650 2 4 _aHigher Education.
_968980
650 2 4 _aCurriculum Studies.
_969720
700 1 _aRamrathan, Labby.
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700 1 _aMaistry, Suriamurthee.
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700 1 _aBlignaut, Sylvan.
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710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
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776 0 8 _iPrinted edition:
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776 0 8 _iPrinted edition:
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856 4 0 _uhttps://doi.org/10.1007/978-3-031-58090-1
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