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Author:   Labby Ramrathan ,  Suriamurthee Maistry ,  Sylvan Blignaut
Publisher:   Springer International Publishing AG
Imprint:   Palgrave Macmillan
Edition:   2024 ed.
ISBN:  

9783031580895

ISBN 10:   3031580893
Pages:   213
Publication Date:   20 June 2024
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

"Chapter 1 The state of Teacher Education in South Africa.- Chapter 2 Thinking decolonisation within teacher education : curriculum as a relational space of becoming.- Chapter 3 Teacher Education's purpose and the plurality of dysconsciousness.- Chapter 4 An autoethnographic account of why an ""Ethics of Care"" matters.- Chapter 5 Can Teacher Education contribute to the ""Settlement"" of Education Debt ?.- Chapter 6 Teacher Education : Preparing student teachers to combat trafficking in persons.- Chapter 7 Towards preparing pre-service teachers for future education crises: The significance of emotional knowledge and learner resilience.- Chapter 8 Learning from early career teachers' entanglements with the initial teacher education curriculum.- Chapter 9 Teacher Education for the Technical and Vocational Education and Training Sector : a misconceived or misplaced priority.- Chapter 10 Glocal citizenship, social (in)justice and trafficking in persons: how should teachers act ?."

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Author Information

Labby Ramrathan is Professor in the School of Education at the University of KwaZulu-Natal, South Africa. He is an NRF rated researcher and the editor of the Journal of Education, co-editor of the Springer series on Key Thinkers in Education and general editor of the Alternation African Scholarship Book series. His areas of scholarship include curriculum studies, teacher development and higher education.   Suriamurthee Maistry is Professor in the School of Education at the University of KwaZulu-Natal, South Africa. He is a Curriculum Scholar and currently leads a project titled “Higher Education Curriculum and Pedagogic Responsiveness in the context of Innovative Artificial Intelligence (AI).”   Sylvan Blignaut is Professor in the Department of Postgraduate Studies in the Faculty of Education at Nelson Mandela University, South Africa. His research interests centre on curriculum policy and theory, educational change, teacher epistemologies and decolonisation of higher education. 

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