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A comparison of student teacher learning from practice in university-affiliated schools in Helsinki and Johannesburg |
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| Authors: | Jari Lavonen Elizabeth Henning Anni Loukomies Ari Myllyviita |
| Institution: | 1. Professor and Head of the Department, Teacher Education, University of Helsinki, Helsinki, Finland;2. Distinguished Visiting Professor, Faculty of Education, University of Johannesburg, Johannesburg, South Africa;3. Faculty of Education, University of Johannesburg Soweto Campus, Johannesburg, South Africa;4. Lecturer and Research Co-ordinator, Viikki Teacher Training School, University of Helsinki, Helsinki, Finland;5. Research Associate, Faculty of Education, University of Johannesburg, Johannesburg, South Africa;6. Lecturer, Project Co-ordinator and Teacher Educator, Viikki Teacher Training School, University of Helsinki, Helsinki, Finland |
| 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. |
| Keywords: | Primary school teacher education practice-theory integration achieved curriculum university-affiliated practice schools transferring a teacher education model |