n South African Journal of Higher Education - Teacher educators' conceptions of teaching and learning in the early years : part 1
|Article Title||Teacher educators' conceptions of teaching and learning in the early years : part 1|
|© Publisher:||Higher Education South Africa (HESA)|
|Journal||South African Journal of Higher Education|
|Affiliations||1 University of the Free State, 2 University of the Free State, 3 University of the Free State, 4 University of the Free State, 5 University of the Free State and 6 University of the Free State|
|Publication Date||Jan 2015|
|Pages||56 - 68|
|Keyword(s)||Conceptions, Early years, Higher education, Learning, Teacher educators and Teaching|
The aim of this article is to report on a qualitative study that investigated teacher educators' conceptions of teaching and learning. The study was undertaken to inform the development of the new Bachelor of Education (BEd) degree in the Early Childhood and Foundation Phase (ECFP) at the University of the Free State (UFS), Bloemfontein, South Africa. The data for the study was produced by six teacher educators participating in blogs and group meetings. The findings showed that teacher educators' conceptions of teaching and learning are drawn from a variety of frames of reference and theoretical ideas. Although this is the case, their conceptions all point towards process-oriented and constructivist views of teaching and learning. The study draws attention to actions required for enabling teacher educators to function in more argentic ways.
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