Maureen Robinson

Maureen Robinson
Stellenbosch University | SUN · Department of Curriculum Studies

Doctor of Education

About

29
Publications
47,658
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349
Citations

Publications

Publications (29)
Article
Full-text available
The positive memory of teacher education colleges within South African higher education often leading to a call to re-open the colleges, is usually based on an argument that colleges offered more ‘practical’ teacher preparation than today’s universities. In this article we draw on a variety of historical sources and artefacts produced for an exhibi...
Article
Full-text available
This article starts from an acknowledgement of the complexity of connecting research, policy, and practice in teacher education. Using the framework of a practice architecture, I use a case study approach to explore how researchers, policy-makers, and teacher educators experienced a research project aimed at exploring the conditions for the establi...
Chapter
Full-text available
Many teacher education programs globally are undergoing significant changes in response to government policy, imperatives driven by global competitiveness, as well as local conditions. This is particularly relevant in the South African context where teacher education seeks to navigate from the ravages of apartheid education towards addressing the d...
Chapter
Full-text available
Many teacher education programs globally are undergoing significant changes in response to government policy, imperatives driven by global competitiveness, as well as local conditions. This is particularly relevant in the South African context where teacher education seeks to navigate from the ravages of apartheid education towards addressing the d...
Article
Full-text available
Covid-19 and the resultant national lockdown saw thousands of initial teacher education students in South Africa moving at short notice to online learning. For teacher educators this represented significant technical and pedagogical challenges, as they faced the task of adapting their teaching to an online modality, while simultaneously maintaining...
Article
Full-text available
Background: The concept of reflection is much used in teacher education in many parts of the world, including in South African teacher education policy. However, the notion of reflection is often loosely defined, with differing understandings of its nature, purpose and curriculum implications. Aim: This article explores how teacher educators and s...
Article
Full-text available
Twenty years into democracy, South Africa is still struggling to improve the quality of its education system. The identification of schools that can work closely with universities to mentor student teachers has been suggested as one way in which teacher education can contribute to an improved education system. The article outlines research that was...
Chapter
A concluding chapter can of course enter a book from many angles and through many lenses. And particularly, in a case like this, when the book sets out to cross a number of discourses and domains, the potential entry points multiply. At the most obvious level, there is the conceptual entry point.
Article
Full-text available
In a country like South Africa, as in many other countries around the world, there is an imperative to prepare student teachers for a wide variety of social contexts, as part of breaking the cycle of disadvantage for poor learners. This article explores the challenge of placing student teachers for their field experience in schools that differ grea...
Article
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This article discusses the process of re-conceptualising and re-designing the B Ed curriculum for future primary school teachers at the Cape Peninsula University of Technology. It outlines the context of policy change in which the curriculum re-design took place, the underpinning vision to build the capacity of new teachers for ongoing learning in...
Chapter
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Becoming a teacher was written to help you answer the question as a first-year Education student. Inspirational and relevant, it provides a solid foundation to understanding educational theory and what it is to be a teacher. This book is practical and focused, covering the core knowledge and skills that you will need to work within a curriculum, to...
Article
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This article discusses practitioner inquiry in a South African context. It begins by outlining the changing policy context in the country, particularly since the advent of democracy in 1994. The implications of these changes for practitioner inquiry are then discussed. The article explores some issues and dilemmas arising from this context, includi...
Article
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In this article we argue that understanding the identities that teacher educators construct for themselves is central to effecting innovation within a changing policy environment. The article begins with a theoretical perspective on the nexus of change and identity. It then discusses the central features of identity amongst a group of teacher colle...
Article
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Incl. bibl., abstract. This article traces the origins and development of an action research Master's in Education programme, which was introduced in the Faculty of Education at the University of the Western Cape, South Africa in the mid-1980s. The programme began during a time of political and social repression, when the apartheid government was v...
Article
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Teacher educators in a post-apartheid South Africa are being asked to re-conceptualise and re-design their pre-service teacher education programmes to respond to new national policies on teacher education. A sample of teacher educators from various teacher education institutions was interviewed about their understanding, support for and implementat...
Article
JOHN SMYTH, ALASTAIR DOW, ROBERT HATTAM, GEOFFREY SCHACKLOCK & ALAN REID (1999) London: RoutledgeFalmer. 240 pp., ISBN 07507 0962 6 (hb) £65.00, ISBN 07507 0961 8 (pb) £19.99
Article
Full-text available
This article results from an initiative at the University of the Western Cape (UWC), which aimed to involve teachers actively in the guidance of student teachers during the Teaching Practice component of a teacher education programme. The article argues that the mentoring of pre-service teachers by in-service teachers forms a potentially powerful f...
Article
Ten years of experience as a teacher educator in the pre-service teacher education programme at the University of the Western Cape (UWC), South Africa, a university serving historically disadvantaged groups, are discussed drawing on many debates and discussions. The challenge of developing a pre-service programme in South Africa within a social-rec...
Article
Full-text available
This article reports on a study into how lecturers at three universities offering pre-service teacher education in the Western Cape are preparing future primary school teachers for diversity in classrooms and schools. The study is located within a social justice orientation to education, where teacher preparation aims to reduce barriers to learning...
Article
Full-text available
The different ways in which student teacher learning was organised and managed as part of the Level 6 Learnership for Educators in Schooling are described. Three primary schools working in 2003 with the Cape Technikon were chosen for the study. Lave and Wenger's notion of situated learning is used as the conceptual framework for describing the purp...
Article
Thesis (Ph. D.-Education-Faculty of Education)--University of the Western Cape, Bellville, 2000. Includes bibliographical references (leaves 228-244).
Article
Thesis (M.Ed.)-University of the Western Cape, 1989. Bibliographical references.

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Project (1)
Project
As a national response to the Covid-19 pandemic, Lee Rusznyak led a group of teacher educators, drawn from a range of HEIs, to design a practice-focused module that can be used towards a partial fulfilment of Teaching Practice (work-integrated learning) requirements. Thus far, it has been completed by more than 40 000 pre-service teachers from 24 universities. The module, called “Teacher Choices in Action” draws attention to an essential but often ignored dimension of student learning during their school-based placements: pedagogic reasoning. The module presents to students sets of choices that teachers need to make in every lesson they design and teach. These choices revolve around how teachers conceptualise and work with knowledge, how teachers work inclusively with learners and how teachers support learner engagement with the content. The Teacher Choices in Action Project forms a part of the Teaching and Learning Development Capacity Improvement Programme (TLDCIP), which is implemented through a partnership between the Department of Higher Education and Training (DHET) and the European Union.