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Towards a theoretical framework for understanding PGCE student teacher learning in the Wild Coast Rural Schools' Partnership project
2016
Perspectives in Education
This article focuses on a theoretical model that I am developing in order to understand student teacher learning in a rural context and the enabling conditions that can support this learning. The question of whether a supervised teaching practice in a rural context can contribute to the development of student teacher professional learning and their preparation to teach in a range of contexts needs to be researched in an academically rigorous way in order to understand student teacher learning
doi:10.18820/2519593x/pie.v34i1.15
fatcat:mqmjao2unvgdbh6jbiku527gri