n South African Journal of Higher Education - Teaching practice at a rural school? 'And why should we go there?' : Part 1 : exploration of the critical relationship between higher education and the development of democracy in South Africa
|Article Title||Teaching practice at a rural school? 'And why should we go there?' : Part 1 : exploration of the critical relationship between higher education and the development of democracy in South Africa|
|© Publisher:||Higher Education South Africa (HESA)|
|Journal||South African Journal of Higher Education|
|Affiliations||1 Nelson Mandela Metropolitan University, 2 Nelson Mandela Metropolitan University and 3 Nelson Mandela Metropolitan University|
|Publication Date||Jan 2014|
|Pages||748 - 766|
|Keyword(s)||Democratic citizenry, Rural ecology, Rural school, Student teachers and Teaching practice|
The National Framework for Quality Education in Rural Areas (DoE 2006) draws attention to education in rural ecologies and scrutinises the role of higher education institutions (HEIs) in developing teachers who understand the diverse contexts and who are able to facilitate quality teaching and learning in such contexts. This article explores how a teaching practice programme at a rural school can contribute to creating a sustainable learning environment, and cultivate a democratic citizenry. The article draws on work done in the project 'New teachers for new times': Visual methodologies for social change in rural education in the age of AIDS. It also argues that when pre-service teachers are taken out of their comfort zones to teach as a cohort in a school in a rural context, where they are enabled and supported by teacher-educators through daily debriefing and reflection, a shift in their thinking about teaching and about themselves as teachers and democratic citizens can occur.
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