Background: Research has shown the benefits of play for children's learning and development. Play can also be harnessed for pursuing pre-determined learning goals related to school curricula through "guided" play. Aim: The research inquired into the implementation of a pre-service teacher education course on play as pedagogy to evaluate…

This publication addresses a gap in high-quality, quantitative studies on teacher resilience within the less-researched context of the Global South. Specifically, it examines the self-efficacy and teacher efficacy of three cohorts of final-year pre-service teachers in South Africa (N = 1,193). This article aimed to contribute evidence on teacher…

In this essay, four teacher educators explore their journeys towards foregrounding students' lived experiences when teaching literature. Data about our teaching of literature in different contexts were generated through our personal reflective narratives and ensuing dialogic critical friend conversations. Inductive thematic analysis of the…

Background: South African teachers' mathematical knowledge for teaching and number sense are markedly low, evidenced in national and international research. There is a call for supporting teachers in developing their knowledge and confidence in teaching mathematics. Aim: The aim of this article is to share how pre-service teachers (PSTs) used the…

A long-standing concern in teacher education is the variability in the quality of practicum experiences afforded to preservice teachers. Although some variability is due to their personal attributes, preservice teachers often find it difficult to connect theoretical insights to teachers' classroom practices. These challenges can be exacerbated…

The analyses of observed lessons are an important part of learning to teach. Pedagogically focused conversations are one way for pre-service teachers to do so. But how do pedagogically focused conversations enable pre-service teachers to make sense of observed teaching? Using a collective case-study approach, the study qualitatively explored the…

As a language teacher, teacher educator and researcher, to me the name Rebecca Oxford has always been synonymous with language learning strategies across the world and specifically the theme of its teachability. Rebecca has always stated that the language teacher's role includes strategy instruction even if it achieves only partial success.…

It is fundamental for language teachers to assess their students' performance. Therefore, they should be familiar with various forms of assessments because teaching and assessing languages are closely related and have a great deal to do with one another. This study examined EFL preservice teachers' perceptions of assessment literacy at a…

In recent times, teacher preparation programmes have faced significant challenges as many universities transitioned to fully online or hybrid instructional models as a result of the COVID-19 pandemic outbreak. These sudden shifts drastically decreased classroom teaching opportunities, which was a cornerstone of teacher preparation programmes to…

Background: School-family engagement significantly influences educational outcomes, yet South African teachers notice limited involvement from parents, particularly in impoverished communities. Teacher education can play a significant role in preparing teachers to work with parents and communities. Aim: This article promotes Community Cultural…

Teacher quality in primary schools in South Africa is a serious concern, and how best to prepare teachers in initial teacher education--with regard to mathematics--remains an open and vexing question. There is a confluence of challenges facing the mathematics education community in South Africa: poor conceptual understanding of mathematics amongst…

South African teacher education policy expects initial teacher education programmes to introduce integrated and applied knowledge to underpin a teacher's practice in diverse classroom contexts. This paper explores how a one-year Postgraduate Certificate in Education responds to this expectation in terms of training prospective teachers to teach…

This article explores data from a group of British pre-service teachers (PST) following a teaching programme in South Africa. Their reflections are analysed in relation to assertions that such intercultural programmes do little to change hegemonic beliefs about the 'other'. Analysis of questionnaire and interview data suggests that whilst these…

This paper stems from a broader study that foregrounded an existing mentoring programme against the backdrop of low teacher retention in the South African schooling system. It works from the premise that beginner teachers are exiting the teaching profession within the first three to five years of teaching. This research suggests that one way of…

The study's research question was how a one-year initial teacher education (ITE) programme could equip prospective teachers for present needs and local challenges and the demands of a fast-changing world. To this end the study explored the perceptions and experiences of student teachers who were enrolled in an ITE programme for secondary school…