n South African Journal of Education - The organisation of pedagogy in a learnership model of teacher education




The different ways in which student teacher learning was organised and managed as part of the Level 6 Learnership for Educators in Schooling are described. Three primary schools working in 2003 with the Cape Technikon were chosen for the study. Lave and Wenger's notion of situated learning is used as the conceptual framework for describing the purpose of a learnership. The article focuses on the spatial and temporal organisation of this learnership, the knowledge and practices that are privileged in each school, how these repertoires are made available to student teachers and how the student teachers are assessed. Some points for further exploration are raised, in particular around the selection of schools, the roles and responsibilities of mentors, and models of partnership.


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