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Theme 11: A model for extra-school-based Teaching Practicum in the context of the COVID-19 pandemic and beyond

Lead Researcher: Associate Professor Lee Rusznyak, University of the Witwatersrand


  • Dr. Jacqueline Batchelor, University of Johannesburg
  • Prof. Nadine Peterson, University of Johannesburg
  • Dr. Sarita Ramsaroop, University of Johannesburg
  • Dr. Moeniera Moosa, University of Witwatersrand
  • Dr. Tanya Bekker, University of Witwatersrand
  • Dr. Jacques Du Plessis, University of Witwatersrand
  • Dr. Emmanuel Mushayikwa, University of Witwatersrand
  • Dr. Colwyn Martin, University of Witwatersrand

National advisory team:

  • Associate Professor Carol Bertram, University of KwaZulu Natal
  • Dr. Heloise Sathorar, Nelson Mandela Metropolitan University
  • Dr. Nanlini Chitanand, Durban University of Technology

International Affiliates:

  • Prof. Karl Maton, University of Sydney
  • Dr. Elizabeth Walton, University of Nottingham

Peer Reviewers:

  • Prof Maureen Robinson, Department of Curriculum Studies, Stellenbosch University

Research purpose / objectives 

The objectives of the project are to:

  • Review the South African research on the preparation of pre-service teachers through ‘learning from practice’ and conceptualise how this can be done in a theoretically coherent way.
  • Conceptualise an alternative Teaching Practice course developed around SACE Professional Teaching Standards through the systematic analysis of teaching practice and classroom artefacts. 
  • Develop the outline and research methodology for the second phase of an Initial Teacher Education Research Project with a focus on pre-service teachers’ analysis of classroom practice.

Research question(s) 

  • How can pre-service teachers analyse classroom practices in ways that move them beyond a theory-practice divide and the simple identification of knowledge types?
  • How can an understanding of ‘learning to teach’ and the SACE Professional Teaching Standards inform an alternative Teaching Practice offering for the 2020 academic year, and beyond?
  • How should a research project that investigates pre-service teachers’ analysis of classroom practices be conceptualised and enacted?

Project deliverables

  1. Produce a conceptual paper on the challenges and possibilities of developing pre-service teachers’ understanding of classroom practices, within the South African context.
  2. Produce an outline for an alternative, remote Teaching Practice course that can be rolled out nationally during 2020 in the wake COVID-19 pandemic, and beyond.
  3. Produce a research project proposal that investigates the way in which South African pre-service teachers learn to analyse classroom practice over the course of their ITE programmes.
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