How are we really teaching our students? A paradox in pedagogy
This interpretive study is situated within a qualitative paradigm. The sample included four education faculties in South Africa. Data collection instruments comprised of focus-group and semi-structured interviews. Data was collected from final-year BEd students and their lecturers. An interpretation drawn from the results of this article is that most lecturers still subscribe to outmoded, authoritarian ways of teaching. Affiliation to this retrograde pedagogy limits the development of a dialogic relation between the lecturer and the student; feeding the notion of passive learning. Teacher educators should possess a knowledge of various teaching and learning theories; a large repertoire of teaching strategies. It is recommended that monitoring tools be introduced to ensure that all teacher educators have, or are in the process of, using a broader selection of methodologies to empower, inspire and sustain development of teachers.
Ball, D. L. and F. M. Forzani. 2009. The work of teaching and the challenge for teacher education. Journal of Teacher Education 60(5): 497‒511.
Barber, M. and M. Mourshed. 2007. How the world’s best-performing school systems came out on top. (The McKinsey Report). New York: McKinsey & Company. http://www.mckinsey.com/ clientservice/socialsector/resources/pdf/Worlds_School_Systems_Final.pdf (Accessed 9 June 2009).
Barr, J. and R. B. Tagg. 1995. From teaching to learning: A new paradigm for undergraduate education. Change 27(6): 13‒25, November/December.
Berry, A. 2004. Self-study in teaching about teaching. In International handbook of self-study of teaching and teacher education practices, ed. J. J. Loughran, M. L. Hamilton, V. K. LaBoskey and T. Russell, 1295‒1332. Dordrecht: Kluwer Academic.
Costa, M. J. and P. K. Rangachari. 2009. The power of interactive teaching. Biochemistry and Molecular Biology Education 37(2): 74‒76, March/April.
Crandall, J. 2000. Language teacher education. Annual Review of Applied Linguistics 20: 34‒55.
Darling-Hammond, L. 2006. Constructing 21st century teacher education. Journal of Teacher Education 57(3): 300‒314, May/June.
Dickson, B. 2007. Defining and interpreting professional knowledge in an age of performativity: A Scottish case-study. Australian Journal of Teacher Education 32(4): 1‒15.
Edwards, J. 2000. The research and realities of teaching and learning in the middle years of schooling. Keynote address presented at the Middle Years of Schooling Conference, Melbourne, Australia, 14–16 August 2000.
Feiman-Nemser, S. 2001. From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record 103(6): 1013‒1055, December.
Freire, P. 1993. Pedagogy of the oppressed. New rev. 20th Anniversary edition. New York: Continuum.
Futrell, M. 2010. Transforming teacher education to reform America’s P-20 education system. Journal of Teacher Education 61(5): 432‒440, November/December.
Giroux, H. A. 1988. Teachers as intellectuals: Toward a critical pedagogy of practical learning. Granby, MA: Bergin & Garvey.
Gray, D. E. 2009. Doing research in the real world. 2nd Edition. London: Sage.
Hennink, M. M. 2010. Emergent issues in international focus group discussions. In Handbook of emergent methods, ed. S. N. Hesse-Biber and P. Leavy, 207‒220. New York: Guilford Press.
Hollins, E. R. 2011. Teacher preparation for quality teaching. Journal of Teacher Education 62(4): 395–407, September.
Hooks, B. 2010. Teaching critical thinking: Practical wisdom. New York: Routledge.
Jaffer, S., D. Ng’ambi and L. Czerniewicz. 2007. The role of ICT in higher education in South Africa: One strategy for addressing teaching and learning challenges. International Journal of Education and Development Using Information and Communication Technology 3(4): 131‒142. http://www.ijedict.dec.uwi.edu/viewarticle.php?id=421 (Accessed 18 December 2012).
Johnson, B. and L. B. Christensen. 2004. Educational research: Quantitative, qualitative, and mixed approaches. 2nd Edition. Boston, MA: Allyn & Bacon.
Kumar, R. 1999. Research methodology: A step-by-step guide for beginners. London: Sage.
Loughran, J. J. 2006. Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. London: Routledge.
Lynd, M. 2005. Fast-track teacher training: Models for consideration for southern Sudan. http://people.umass.edu/educ870/teacher_education/Documents/Lynd%20-%20Fast-track%20 Southern%20Sudan.pdf (Accessed 13 April 2010).
McLaren, P. 2007. Life in schools: An introduction to critical pedagogy in the foundations of education. 5th Edition. Boston, MA: Pearson/Allyn & Bacon.
Maxwell, J. A. 1992. Understanding and validity in qualitative research. Harvard Educational Review,
(3) 279‒300, Fall.
Maxwell, J. A. 2005. Qualitative research design: an interactive approach. 2nd Edition. Thousand Oaks, CA: Sage.
McCluskey, R. 2007. Professional knowledge in initial teacher education (ITE): A preliminary review of Hispanic literature. Australian Journal of Teacher Education 32(3): 1‒15, August.
Menon, M. 2007. Quality indicators for professional education. Workshop on Performance Indicators for Quality Assurance in Distance Higher Education, Colombo, Sri Lanka, 14–16 August 2007.
Morrison, A. J. 2012. Professional standards for lecturers in Scotland’s colleges: Initial teacher training/education standards for lecturers in Scotland’s colleges. Edinburgh: Scottish Government.
Morrow, W. 2007. Learning to teach in South Africa. Cape Town: HSRC Press.
OECD see Organisation for Economic Co-operation and Development
Organisation for Economic Co-operation and Development. 2018. What does innovation in pedagogy look like? Teaching in Focus 21. OECD Publishing: Paris.
Partnership for 21st Century Skills. 2003. Learning for the 21st century. Washington, DC: Partnership for 21st Century Skills. http://www.p21.org/downloads/P21_Report.pdf (Accessed 23 August 2012).
Pryor, J., K. Akyeampong, J. Westbrook and K. Lussier. 2012. Rethinking teacher preparation and professional development in Africa: An analysis of the curriculum of teacher education in the teaching of early reading and mathematics. Curriculum Journal 23(4): 409–502.
Scheerens, J. (Ed). 2010. Teachers’ professional development: Europe in international comparison: An analysis of teachers’ professional development based on the OECD’s teaching and learning international survey (TALIS). Luxembourg: European Office for Official Publications of the European Union.
Shor, I. and C. Pari. (Ed.). 1999. Critical literacy in action: Writing words, changing worlds / A tribute to the teachings of Paulo Freire. Portsmouth, NH: Boynton/Cook Publishers.
Smith, J. A. and M. Osborn. 2008. Interpretative phenomenological analysis. In Qualitative psychology: A practical guide to research methods, ed. J. A. Smith, 53‒80. 2nd Edition. London: Sage.
Smyth, J. 2011. Critical pedagogy for social justice. London: Continuum.
Ur, P. 1997. Teacher training and teacher development: A useful dichotomy? http://www.jalt-publications.org/tlt/files/97/oct/ur.html (Accessed 23 August 2012).
Willig, C. 2001. Introducing qualitative research in psychology: Adventures in theory and method. Buckingham, PA: Open University Press.
Windschitl, M., J. Thompson, M. Braaten, D. Stroupe, C. Chew and B. Wright. 2010. The beginner’s repertoire: A core of instructional practices for teacher preparation. Paper presented at the 91stAnnual Meeting of the American Educational Research Association. Denver, CO, 30 April – 4 May 2010.
Wink, J. 2005. Critical pedagogy: Notes from the real world. Boston: Pearson/Allyn & Bacon.
Zhao, Y. 2010. Preparing globally competent teachers: A new imperative for teacher education. Journal of Teacher Education 61(5): 422‒431, November/December.
This journal is an open access journal, and the authors and journal should be properly acknowledged, when works are cited.
Authors, copyright holders, may use the publishers version for teaching purposes, in books, theses, dissertations, conferences and conference papers.
A copy of the authors' publishers version may also be hosted on the following websites:
- Non-commercial personal homepage or blog.
- Institutional webpage.
- Authors Institutional Repository.
The following notice should accompany such a posting on the website: This is an electronic version of an article published in SAJHE, Volume XXX, number XXX, pages XXX “XXX", DOI. Authors should also supply a hyperlink to the original paper or indicate where the original paper (http://www.journals.ac.za/index.php/SAJHE) may be found.
Authors publishers version, affiliated with the Stellenbosch University will be automatically deposited in the University Institutional Repository SUNScholar.
Articles as a whole, may not be re-published with another journal.
The following license applies:
Attribution CC BY-NC-ND 4.0