Why academic depth and rigour in university-based coursework matters for prospective teachers

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dc.article.end-page9en_ZA
dc.article.start-page1en_ZA
dc.contributor.authorRusznyak, L.
dc.contributor.authorBalfour, R.
dc.contributor.authorVon Vollenhoven, W.
dc.contributor.authorSosibo, L.
dc.date.accessioned2021-10-21T12:34:42Z
dc.date.available2021-10-21T12:34:42Z
dc.date.issued2016
dc.description.abstractFrom text: Initial teacher education (ITE) programmes are expected to prepare teachers who have the capacity to develop conceptually strong, responsive and inclusive teaching practices. The extent to which ITE programmes have been successful in this endeavour has been questioned both internationally (e.g. Lancaster & Auhl, 2013) and within the South African context (Council on Higher Education [CHE], 2010). In retrospect, it is not surprising that the review of initial teacher education (ITE) programmes conducted by the CHE between 2005 and 2007 found that the sector was experiencing tension between “the theoretical and conceptual rigour expected of a professional degree and the vocation-specific training of teachers” for classroom readiness (CHE, 2010: 103).en_ZA
dc.description.librarianMS2021en_ZA
dc.facultyFaculty of humanitiesen_ZA
dc.identifier.citationRusznyak, L., Balfour, R., Von Vollenhoven, W., & Sosibo, L. (2016). Why academic depth and rigour in university-based coursework matters for prospective teachers. Perspectives in Education, 34(1), 1-9.en_ZA
dc.identifier.issn2519-593X
dc.identifier.urihttps://hdl.handle.net/10539/31777
dc.journal.issue1en_ZA
dc.journal.linkhttps://doi.org/10.18820/2519593X/pie.v34i1.1en_ZA
dc.journal.titlePerspectives in Educationen_ZA
dc.journal.volume34en_ZA
dc.language.isoenen_ZA
dc.publisherUV/UFSen_ZA
dc.schoolWits School of Educationen_ZA
dc.titleWhy academic depth and rigour in university-based coursework matters for prospective teachersen_ZA
dc.typeArticleen_ZA
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