A comparison of student teacher learning from practice in university-affiliated schools in Helsinki and Johannesburg

Jari Lavonen, Elizabeth Henning, Nadine Petersen, Anni Loukomies, Ari Myllyviita

Research output: Contribution to journalArticleScientificpeer-review

Abstract

In a comparative study of student teachers in Finland and South Africa, the researchers aimed to capture students' views of how and what they had learned from practice in two university-affiliated primary schools. With data from survey questionnaires, we found that students in the two customized programmes accentuated different domains of teacher knowledge. The newly established teaching practice school in Johannesburg afforded closer integration of university and school practicum experiences for students than the well-established school in Helsinki. The authors conclude that an innovative teacher education model can be re-invented in a significantly different context and also add new dimensions to the original.

Original languageEnglish
JournalEuropean Journal of Teacher Education
Volume42
Issue number1
Pages (from-to)4-18
Number of pages15
ISSN0261-9768
DOIs
Publication statusPublished - 1 Jan 2019
MoE publication typeA1 Journal article-refereed

Fields of Science

  • Primary school teacher education
  • practice-theory integration
  • achieved curriculum
  • university-affiliated practice schools
  • transferring a teacher education model
  • PEDAGOGICAL CONTENT KNOWLEDGE
  • EDUCATION
  • BELIEFS
  • FRAMEWORK
  • PCK
  • 516 Educational sciences

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