Teacher Education for Transformative Education : Critical Perspectives on Design, Content Andpedagogy.

Intro -- Contributors -- 1. Introduction: Purpose, outline and contribution of the book -- Background and purpose of the book -- An outline of the chapters -- Intended contribution -- References -- SECTION A - Deliberations within core modules -- 2. Practical learning for ethical agency in teaching -- Introduction -- The design of the module -- National and institutional policies -- Pedagogical principles -- Exploring student teachers' perspectives -- Findings from the school observation reports -- Findings from the focus group interviews -- Overall findings -- Conclusion -- References -- 3. Teaching educational psychology: Creating an epistemological disposition -- Introduction -- Contributing to the science of teacher education -- Teaching educational psychology: Framing language, disciplinary insights and theoretical views -- The unifying principle -- The relational principle -- The principle of healthy psychological boundaries -- The creative principle -- Module outcome and content -- Challenges and affordances closely associated with teaching educational psychology in the PGCE programme -- Conclusion -- References -- 4. Teaching a new generation: Implications for Curriculum Studies -- Introduction -- Background -- Generation-Z (Gen-Z) -- The fourth industrial revolution -- Policy -- What are the challenges for the Curriculum Studies module? -- Conclusion -- References -- 5. Auto-ethnographic reflections on an Education Governance, Leadership and Management module -- Introduction -- Who am I in relation to the research? -- Where did I gain these beliefs? -- How do these beliefs influence the way I react to situations or people? -- Methodology -- The three themes that emerged as challenges for my pedagogy -- Discussion -- Conclusion -- References.

6. Teacherly being and becoming on the PGCE programme: The early emergence of students' reflexive mediations of curriculum knowledge and pedagogy on the History and Sociology of Education module -- Introduction -- Knowledge and 'becoming' of university students in postapartheid South Africa -- Engaging the PGCE student cohort -- Student self-writings: Analysis and discussion -- Conclusion -- Acknowledgement -- References -- SECTION B - Deliberations within subject-specific modules -- 7. Teaching business ethics to pre-service teachers: An integrated approach -- Introduction -- Locating the study -- Self-study methodology -- Knowledge as problematic and substantive conversation in PGCE Business Studies Teaching -- Conclusion -- References -- 8. Exploring pre-service science teachers' epistemic agency to develop their pedagogy for science teaching -- Introduction -- Sociocultural theory and science education -- Multiple representations as explicit mediation -- Science-as-practice versus science-as-inquiry -- Students' epistemic framing -- Reflections on my own practice -- Conclusion -- Acknowledgement -- References -- SECTION C - Conclusion -- 9. An agenda for reinventing teacher education in South Africa: Next steps for deliberation -- Reflecting with and for teacher education -- Issues set up in this book -- South Africanising 'Productive Pedagogies'? -- References.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.