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The ‘Footprint’ of Initial Teacher Education: Influencing the Workplace and Beyond…

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Professional Support Beyond Initial Teacher Education

Abstract

Marshall and Thorburn (2014) emphasised the value of practical wisdom in education and defined this wisdom as ‘the intellectual virtue uniquely responsible for guiding a person’s ability to be virtuous in particular circumstances’ (p. 1542). I argue that ITE has the task to bring together appropriate pedagogies for specific classroom situations while the leaders in the workplace have the task to develop this knowledge into skills recognised as expertise and specialist proficiencies. This chapter underlines the value of investing in targeted support as a step to investing in the quality education of a nation. Teaching is a social practice in which concepts are shared and internalised. This underpins the growth of preservice teachers’ capacity (see Glossary for definition) and skill development. It is, however, important for preservice teachers to understand that skills develop through awareness, noticing and sensitivity towards the needs of the students in their care, which is expected from their status as in loco parentis.

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    Anna Elizabeth Du Plessis

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Du Plessis, A. (2019). The ‘Footprint’ of Initial Teacher Education: Influencing the Workplace and Beyond…. In: Professional Support Beyond Initial Teacher Education. Teacher Education, Learning Innovation and Accountability. Springer, Singapore. https://doi.org/10.1007/978-981-13-9722-6_4

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