Sustaining evolving teaching practicum models in higher education: A conversational ethnodrama between South African teacher educators
This article explores the evolving trajectory of the Teaching Practicum (TP) models within a selected South African teacher education institution (TEI) to accommodate the localised challenges of shifting from face-to-face support of professional learning towards online modes of delivery during Covi...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
University of the Free State
2022-09-01
|
| Series: | Perspectives in Education |
| Subjects: | |
| Online Access: | http://196.255.246.28/index.php/pie/article/view/5669 |
| _version_ | 1797258114285699072 |
|---|---|
| author | Clive Jimmy William Brown Michael Anthony Samuel |
| author_facet | Clive Jimmy William Brown Michael Anthony Samuel |
| author_sort | Clive Jimmy William Brown |
| collection | DOAJ |
| description |
This article explores the evolving trajectory of the Teaching Practicum (TP) models within a selected South African teacher education institution (TEI) to accommodate the localised challenges of shifting from face-to-face support of professional learning towards online modes of delivery during Covid-19 times. Over time, even before the onset of Covid-19, the specific institution was characterised by increasing diversification of its student body and increased enrolment of student teachers resonating with similar patterns across other TEIs nationally. The study draws on the ethnographic tradition of celebrating participants’ lived experiences within the field of teacher education by capturing how a teaching practicum coordinator attempted to deal with complex and multiple challenges to enact and sustain a re-imagined TP programme. The pattern of responsiveness continues even as the pandemic (potentially) wanes. A reconstructed dialogue represents the responses of the internal coordinator within the institution (foregrounding changing operational concerns) and a senior teacher educator external to the institution (foregrounding shifting theoretical and policy considerations). Drawing from ethnodrama traditions, this dialogical conversation acknowledges the lived experiences of everyday designing, delivering and using TP models. It includes the hesitance of school mentors, student teachers and teacher educator supervisors to adopt alternative practices to conventionalised rituals of TP. The conversation questions the academic rationale of the various models of TP in their bolstering of student teachers’ professional learning. The study’s findings indicate that the successful implementation of a meaningful and contextualised revised TP curriculum necessitates re-imagining the roles of the various partners involved in the TP endeavour: who are co-responsible for conceptualising and ensuring transformative professional growth and development.
|
| first_indexed | 2024-04-24T22:48:23Z |
| format | Article |
| id | doaj.art-d94aafa3fa554af692e24a6a28347597 |
| institution | Directory Open Access Journal |
| issn | 0258-2236 2519-593X |
| language | English |
| last_indexed | 2024-04-24T22:48:23Z |
| publishDate | 2022-09-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj.art-d94aafa3fa554af692e24a6a283475972024-03-18T11:09:11ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2022-09-0140310.18820/2519593X/pie.v40.i3.11Sustaining evolving teaching practicum models in higher education: A conversational ethnodrama between South African teacher educatorsClive Jimmy William Brown0Michael Anthony Samuel1Cape Peninsula University of Technology, South AfricaUniversity of KwaZulu-Natal, South Africa This article explores the evolving trajectory of the Teaching Practicum (TP) models within a selected South African teacher education institution (TEI) to accommodate the localised challenges of shifting from face-to-face support of professional learning towards online modes of delivery during Covid-19 times. Over time, even before the onset of Covid-19, the specific institution was characterised by increasing diversification of its student body and increased enrolment of student teachers resonating with similar patterns across other TEIs nationally. The study draws on the ethnographic tradition of celebrating participants’ lived experiences within the field of teacher education by capturing how a teaching practicum coordinator attempted to deal with complex and multiple challenges to enact and sustain a re-imagined TP programme. The pattern of responsiveness continues even as the pandemic (potentially) wanes. A reconstructed dialogue represents the responses of the internal coordinator within the institution (foregrounding changing operational concerns) and a senior teacher educator external to the institution (foregrounding shifting theoretical and policy considerations). Drawing from ethnodrama traditions, this dialogical conversation acknowledges the lived experiences of everyday designing, delivering and using TP models. It includes the hesitance of school mentors, student teachers and teacher educator supervisors to adopt alternative practices to conventionalised rituals of TP. The conversation questions the academic rationale of the various models of TP in their bolstering of student teachers’ professional learning. The study’s findings indicate that the successful implementation of a meaningful and contextualised revised TP curriculum necessitates re-imagining the roles of the various partners involved in the TP endeavour: who are co-responsible for conceptualising and ensuring transformative professional growth and development. http://196.255.246.28/index.php/pie/article/view/5669Teaching practicum modelsUnder-served teacher education institutionTransformationConversational ethnodrama analysis and representation |
| spellingShingle | Clive Jimmy William Brown Michael Anthony Samuel Sustaining evolving teaching practicum models in higher education: A conversational ethnodrama between South African teacher educators Perspectives in Education Teaching practicum models Under-served teacher education institution Transformation Conversational ethnodrama analysis and representation |
| title | Sustaining evolving teaching practicum models in higher education: A conversational ethnodrama between South African teacher educators |
| title_full | Sustaining evolving teaching practicum models in higher education: A conversational ethnodrama between South African teacher educators |
| title_fullStr | Sustaining evolving teaching practicum models in higher education: A conversational ethnodrama between South African teacher educators |
| title_full_unstemmed | Sustaining evolving teaching practicum models in higher education: A conversational ethnodrama between South African teacher educators |
| title_short | Sustaining evolving teaching practicum models in higher education: A conversational ethnodrama between South African teacher educators |
| title_sort | sustaining evolving teaching practicum models in higher education a conversational ethnodrama between south african teacher educators |
| topic | Teaching practicum models Under-served teacher education institution Transformation Conversational ethnodrama analysis and representation |
| url | http://196.255.246.28/index.php/pie/article/view/5669 |
| work_keys_str_mv | AT clivejimmywilliambrown sustainingevolvingteachingpracticummodelsinhighereducationaconversationalethnodramabetweensouthafricanteachereducators AT michaelanthonysamuel sustainingevolvingteachingpracticummodelsinhighereducationaconversationalethnodramabetweensouthafricanteachereducators |