1st Edition

Glimpses into Primary School Teacher Education in South Africa

ISBN 9780367338541
Published November 6, 2020 by Routledge
218 Pages

USD $160.00

Prices & shipping based on shipping country


Book Description

This book explores the current landscape of Initial Teacher Education (ITE) in primary schools in South Africa. Considering recent policy directives and initiatives, it highlights the dilemmas of ITE for the primary school and gives a thorough account of innovations and initiatives to improve ITE.

The book presents what works best for quality preparation of teachers in the Global South, where many children rely on their teachers and school life to break the cycle of poverty. Chapters draw on evidence from workplace learning, pre-service study, and primary school teacher education policy to highlight examples of promising change in teacher education in South Africa, addressing the clichés of "theory versus practice" head-on. This book successfully brings out the challenging aspects of teacher education for childhood learning which has otherwise been regarded as the softer option for a career in education.

This book will be of great interest for academics, researchers, and post-graduate students in the fields of teacher education, African education, educational policy, international education, and comparative education.

Table of Contents


Chapter 1: How we teach is what we teach

Catherine Snow

Chapter 2: Mentor teachers matter in the ecosystem of the school practicum

Refilwe Ntsoane, Gadija Petker, and Elizabeth Henning

Chapter 3: Disparate understandings of the nature, purpose, and practices of reflection in teacher education

Maureen Robinson and Nicoleen Rousseau

Chapter 4: Lessons from large-scale reading studies for initial and continuous teacher development

Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, and Stephen Taylor

Chapter 5: Executive functions in the South African early grade learner

Caroline Fitzpatrick, Andrew Ribner, and Lara Ragpot

Chapter 6: A school-university partnership for teacher education in Soweto, Johannesburg

Sarah Gravett and Nadine Petersen

Chapter 7: How a rural school was developed to become a practice learning site for pre-service teachers

Lindiwe Jiyane and Coert Loock

Chapter 8: Teacher educators of numeracy: ‘Signifying’ standards of pedagogy

Makie Kortjass, Ramasego Mphahlele, Hayley van der Haar, Lyn Webb, Corin Mathews, and Elizabeth Henning

Chapter 9: Theory-based early numeracy programme adapted to learners’ pre-knowledge: The ‘Meerkat Maths’ programme

Eurika Jansen van Vuuren, Moritz Herzog, and Annemarie Fritz

Chapter 10: Student teachers’ mathematical knowledge gains through a problem-solving instructional approach

Kathleen Fonseca

Chapter 11: Film as teacher education genre: Developing student agency in the production of #Taximaths

Lara Ragpot

Chapter 12: Where schools and universities (can) meet in work-integrated teacher learning

Carisma Nel and Sarita Ramsaroop

Chapter 13: Border-crossings of indigenous knowledge in science teacher education

Josef de Beer and Washington Dudu


View More



Sarah Gravett is a Professor of Education and Dean of the Faculty of Education at the University of Johannesburg, South Africa.

Elizabeth Henning is a Professor of Educational Linguistics at the University of Johannesburg, South Africa. She is also a Fellow of the American Educational Research Association and Editor of the South African Journal of Childhood Education.