Theme 2: Pre-service teacher education and lifelong professional learning
This theme focuses on the multiple aspects of becoming and being a teacher, including the cognitive, professional, physical, and ethical dimensions. It considers the challenges of learning to teach and opportunities for teachers to develop their professional knowledge and identity as they navigate life and their careers. Teacher learning is explored in various settings: formal university coursework, interactions with other educators, and learning through classroom life.
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- Rusznyak, L., & Österling, L. (2024). What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics. Teaching and Teacher Education, 151, 104745. https://doi.org/10.1016/j.tate.2024.104745
- Langsford, D., & Rusznyak, L. (2024). Observing Complexity in Teachers' Choices: Preparing Preservice Teachers for Work-Integrated Learning. Education as Change, 28(1), 1-23.
- Mbhiza, H. W., Nkambule, T., & Masinire, A. (2024). Student teachers’ mentorship experiences during teaching practice: A comparison of mentor-student dynamics in rural and urban schools. Interdisciplinary Journal of Education Research, 6, 1-14.
- Mandikonza, C., Nyamupangedengu, E., Tsakeni, M., & Chauraya, M. (2024). Reimagining the Teaching of STEM Subjects Through Arts-Based and Participatory Methodologies. Educational Research for Social Change, 13(1), vi-ix.
- Venkat, H. (2024). The Mental Starters Assessment Project: Ambitious Teaching in the South African Context. In Proceedings of the 14th International Congress on Mathematical Education: Volume II: Invited Lectures (pp. 659-673).
- Sullivan, S., & McIntyre, J. (2024). How Can University Teacher Educators Contribute Towards a ‘Better Normal’Within a Highly Regulated Policy Space?. In Building a Better Normal: Visions of Schools of Education in a Post-Pandemic World (pp. 95-117). Emerald Publishing Limited.
- Herrera Seda, C., & Walton, E. Teacher education for inclusive education: Scholarship from the Global South [bibliography].
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- Ávalos, B. (2023). TEACHER PROFESSIONAL. Approaches to Teaching and Teacher Education: ISATT 40th Anniversary Yearbook, 59.
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- Robinson, M., & Chisholm, L. (2022). Unpacking the past: The ambivalent legacy of colleges of education. Yesterday and Today no. 27, pp. 43-64. http://dx.doi.org/10.17159/2223-0386/2022/n27a2
- Rusznyak, L. (2022). Using semantic pathways to reveal the ‘depth’ of pre-service teachers’ reflections. Education as Change, 26(1), 1-24. http://dx.doi.org/10.25159/1947-9417/10013
- Rusznyak, L., Walton, E., & Kenny, J. (2022). Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education. South African Journal of Education, 42(3). http://dx.doi.org/10.15700/saje.v42n3a2090
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- Walton, E., & Osman, R. (Eds.), (2022). Pedagogical responsiveness in complex contexts: Issues of transformation, inclusion and equity. Springer. https://www.researchgate.net/pubpcation/363781
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- Walton, E., & Rusznyak, L. (2020). Cumulative knowledge-building for inclusive education in initial teacher education. European Journal of Teacher Education, 43(1), 18-37. https://doi.org/10.1080/02619768.2019.1686480
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- Nyamupangedengu, E. & Lelpott, A. (2018). Planning for teaching a genetics course to pre-service teachers: Experiences of a biology teacher educator. African Journal of Research in Mathematics, Science and Technology Education, 22(3), 308-318. https://www.tandfonpne.com/doi/full/10.1080/18117
- Nyamupangedengu, E., & Mandikonza, C. (2018). Using students' experiences of lectures as a lens for learning about teaching pre-service teachers: A methodological approach to transformative practice through self-study. Educational Research for Social Change, 7(2), 117-131. https://www.academia.edu/101347161/
- Robinson, M., & Rousseau, N. (2018). Disparate understandings of the nature, purpose and practices of reflection in teacher education. South African Journal of Childhood Education, (pp. 1-9). https://scholar.sun.ac.za/handle/10019.1/106816
- Rusznyak, L. (2018). What messages about teacher professionalism are transmitted through South African pre-service teacher education programmes? South African Journal of Education, 38(3). https://doi.org/10.15700/saje.v38n3a1503
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- Maodzwa Taruvinga, M. (2016). Critical thinking pedagogy and the citizen scholar in university based initial teacher education: The promise of twin educational ideals. In J. Arvanitakis & D. Hornsby (Eds.), Universities, the Citizen Scholar and the Future. Palgrave Macmilpan. https://pnk.springer.com/content/pdf/10.1057/97811
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- Nyamupangedengu, E. & Lelpott, A. (2016). Using modeling as a method of teaching a content course to pre-service teachers: Lessons learnt. 11th International Conference on Self-Study of Teacher Education Practices. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 85-91). https://www.wits.ac.za/education/research-centres/un
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- Rusznyak, L. (2016). Making conceptual connections visible to students in professional programmes: The case of initial teacher education. South African Journal of Higher Education, 30(2), 205-225. https://doi.org/10.20853/30-2-576
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- Walton, E., & Rusznyak, L. (2016). Choices in the design of inclusive education courses for pre-service teachers: The case of a South African university. International Journal of Disability Development and Education. http://dx.doi.org/10.1080/1034912X.2016.1195489
- Peeraer, J., Kabanda, C., Nzabaprwa, W., Nizeyimana, G., & Uworwabayeho, A. (2015). Conceptions of learning and uptake of learner‐centred pedagogy in initial teacher education in Rwanda. In UKFIET the Education and Development forum (Vol. 58, No. 4, pp. 1247-1259).
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- Rusznyak, L., & Moosa, M. (2014). Supporting student teachers through their first attempts at teaching: Possibilities and permutations afforded by school-based and campus-based models of support. Education as Change, 18(1), 91-105. https://www.tandfonpne.com/doi/abs/10.1080/16823206.2013.877354
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