Search results for: Rusznyak Lee
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This article explores the pedagogical learning of South African pre-service teachers during a practicum in special schools. These placements do not only serve to promote an understanding of difference and disability. These pre-service teachers noticed aspects of pedagogy that had been less visible to them during previous practicum sessions in ‘mainstream’ schools. The authors conclude that a practicum placement in such settings has the potential to advance their pedagogical learning.
Updated: Jun. 14, 2015