Overview

This edited book presents a comprehensive analysis of South Africa’s Foundation Phase (FP) Initial Teacher Education (ITE) programme, drawing on four years of longitudinal research conducted by the Global Institute for Teacher Education and Society (GITES) at Cape Peninsula University of Technology. It explores the preparedness of pre-service teachers and the programme’s capacity to produce quality educators for transformative learning. Through data gathered from two universities between 2015 and 2018, the book examines four key areas: motivations and beliefs about teaching, subject-specific pedagogical experiences in Mathematics and Language, academic and historical journeys of student teachers, and the overall quality of the ITE programme, including teaching practicum and institutional support. The book deepens the conversation around teacher education in post-apartheid South Africa. It critically engages with national ITE policies and highlights the urgent need to reconceptualise teacher preparation to meet Sustainable Development Goal 4 targets. With evidence pointing to gaps in teacher competence and the quality of instruction, this volume offers timely insights and practical recommendations for enhancing ITE programmes. It is an essential resource for policymakers, educators and researchers committed to improving the quality of teaching and learning in South African classrooms.

Full Product Details

Author:   Zayd Waghid ,  Yohana William
Publisher:   Springer Nature Switzerland AG
Imprint:   Palgrave Macmillan
ISBN:  

9783032156099

ISBN 10:   3032156092
Pages:   296
Publication Date:   06 April 2026
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Forthcoming
Availability:   Not yet available  
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Table of Contents

Chapter 1 Introduction to Teacher Education in South Africa: Motivational, Environmental, and Systemic Influences on Teacher Quality.- Chapter 2 Diffusion of National Teacher Education Policies in the Institutional Accreditation of the Foundation Phase B.Ed. Programme: A Case Study of Two Western Cape Universities.- Chapter 3 Motivation to Teach.- Chapter 4 Teacher Beliefs About Teaching.- Chapter 5 Learning to Teach Mathematics.- Chapter 6 Learning to Teach Languages and Practices and Related Pedagogical Practices in Initial Teacher Education.- Chapter 7 Professional Life Histories of Pre-service Teachers: Motivations, Beliefs and Views About Subject Teaching Preparation.- Chapter 8 Pre-service Teachers’ Professional Life Histories: Experiences of Teaching Practice and B. Ed. Foundation Phase programmes.- Chapter 9 Defining and achieving quality in teacher education: A case of fourth-year preservice teachers’ experiences in a Bachelor of Education programme.- Chapter 10 Towards a Conclusion: Way Forward for ITE in South Africa.- Chapter 11 Conclusion and Reflections.

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Author Information

Zayd Waghid is Associate Professor and DSI/NRF South African Research Chair: Education, Social Justice and Society in the Faculty of Education at Cape Peninsula University of Technology, South Africa.  Yohana William is a lecturer in the School of Education, University of Dar es Salaam, Tanzania.

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