Special Issue of the Journal of Education – The complexity of learning to teach

Guest editors: Maureen Robinson, Lee Rusznyak, Melanie Luckay, Heloise Sathorar

Much of the policy discourse on teacher education in South Africa today is informed by ‘size and shape’ concerns such as teacher supply and demand, graduation and attrition rates, or the need for teachers in particular subjects. What is often lacking, however, is a deep analysis and understanding of the complexity of learning to teach, and an account of how teacher educators engage with this complexity in their own pedagogical practice. How, for example, can teacher educators prepare student teachers to be responsive to varying contextual demands, ethical imperatives, diverse learning needs of learners, new modes of delivery, specific professional expectations, transformation priorities, amongst others?

The editors invite submissions that respond to the above question. We are particularly interested in conceptual debates, empirical research, theoretical explorations, and innovative practices that illustrate the deliberations of teacher educators as they work with and within this complexity.

In particular, we seek contributions that address the following key questions:

• How do we understand knowledge for teaching in our South African context?
• What social and/or educational imperatives drive the curriculum design and pedagogical choices of teacher educators?
• What philosophies of teacher education are present in the Global South, and how do these inform approaches to teacher education?
• How do local debates and scholarship on teacher education contribute to international discourses?
• What are the dilemmas of curriculum design in teacher education, and how do teacher educators position themselves within these dilemmas?
• How do student teachers integrate the different components of their teacher preparation in their observations, thinking and practice?

Submission Process

Submission of full papers (maximum 8 000 words, including references) should be made on the Journal of Education website (https://journals.ukzn.ac.za/index.php/joe). The referencing style is APA7th.

In the “Comment to Editor”, please indicate that this submission is for the Initial Teacher Education SIG Special Issue. We also request authors to register as a reviewer as you may be requested to review other submissions. Please indicate your areas of expertise.

Papers selected by the editorial committee for review will be subjected to a doubleblind review, so author names and publications must not appear in the submission document. Please see: http://joe.ukzn.ac.za/notes.aspx for submission guidelines and article processing charges.

The Special Issue is scheduled for publication in March 2023.

Deadlines:

▪ Submission of full papers – 31 July 2022
▪ Review process: 1 August – 30 November 2022
▪ Revisions to articles completed by 30 January 2023
▪ February-March 2023– copy-editing, proofreading and typesetting

Please address all editorial queries for this Special Issue to Dr Heloise Sathorar at
Heloise.Sathorar@mandela.ac.za

Administrative queries must be sent to Rosemarie Milburn at rose@saera.co.za

The Journal of Education is accredited by DHET and indexed by SciELO. It is an open access, peer reviewed journal that makes scholarly articles available under the Creative Commons Attribution-Non Commercial-No Derivatives 4.0 International License. Copyright resides with the author.

Please download call for papers here Special issue Call for papers final

Dear SAERA Members

You are welcome to the official website of the South African Educational Research Association (SAERA). This platform serves as a central hub where one can stay informed and be kept abreast of the latest news and developments about events like seminars, symposiums, workshops, conferences organized by SAERA.

SAERA is a community of like-minded scholars who are passionate and dedicated to active and result-oriented educational research capable of solving the challenge confronting teaching and learning. SAERA was founded with a fundamental aim of enhancing educational research in South Africa and beyond. As a learned association, SAERA aim to foster collaboration among researchers, educators, and policymakers, to create an environment where theory and practice converge meaningfully. Our association aspires to bridge the gaps that often exist between academic research and practical implementation, a gap that, if left unaddressed, can stifle our efforts towards educational transformation. A central tenet of our mission is to promote rigorous research quality. In an age where information overload has become a norm, it is important that we not only produce research but ensure that our researches are of quality and highest standard. Our commitment to research integrity is unwavering, and we strive to cultivate an atmosphere where scholarly work is not only respected but also valued for its impact on educational practices. We believe that through high-quality research, we can influence policies that will make a tangible difference in the education sector.

Over the years, paucity of quality research outputs has been a daunting stumbling block to research frontiers in Africa and the rest of the world. As we forge ahead in this 21st century, it is crucial to devote particular attention to developing the next generation of researchers. It is important to note that investing in young researchers is not merely a gentle encouragement; it is a necessity. They are our torchbearers in the relentless quest for knowledge and innovation. To achieve this, we offer mentorship programmes, workshops, and resources aimed explicitly at equipping young researchers with the skills and knowledge they require to succeed. By nurturing these talents, we ensure that the field of educational research remains dynamic, robust, and responsive to the ever-evolving educational landscape to meet the need of the modern society.

Our vision is not defined by individual achievements but by the establishment of a cohesive, coherent, and inclusive academic and research identity within the education sector. We seek to create vigorous and responsive epistemic communities that foster collaboration, dialogue, and innovation. These will serve as platforms for sharing best practices, discussing challenges, and brainstorming solutions to common issues in educational research. Moreover, we recognize the importance of interaction with national and provincial education departments and research agencies. These relationships are vital as they pave the way for informed policy-making backed by solid research evidence. We will actively seek to engage these stakeholders, ensuring our research informs their initiatives. This collaboration enables us not only to advocate for the importance of educational research but also to influence policy decisions that will lead to improved educational outcomes for all South Africans.

As we strive for local impact, we must also set our sights on the global stage. The world is becoming increasingly interconnected, and our efforts should reflect that reality. Therefore, SAERA is committed to establishing links with international educational research organizations and similar entities across Southern Africa and the broader African continent. Together, we can share insights, learn from one another, and contribute to a unified body of knowledge that serves our collective goals. These collaborations will enrich our understanding and elevate our standing in the global academic community, allowing us to contribute actively to international discourses on education.

Yours in scholarship.

 Prof. Melanie B. Luckay.