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While teacher education institutions have resorted to technology and online learning to overcome the immediate obstacles that COVID-19 imposed on the education sector, lessons for longer-term sustainable solutions for technology integration should not be neglected. With the closure of physical facilities at educational institutions during COVID-19, universities adopted online teaching and assessment as interim measures to deal with the sudden disruption of teaching and learning. However, for the Teaching Practice (TP) module, online transition was not without problems because of the policy requirements that ensure quality outcomes. In South Africa, the policy guiding the TP module is encapsulated in the document: Minimum Requirements for Teacher Education Qualification (DHET, 2018). This document defines TP as “practical learning”, which involves learning both “in practice” and “from practice”. The TP module becomes pivotal to the training of student teachers, and the document stipulates that “learning in practice” should take place in authentic settings, drawing from various learning situations using case studies, audio-visual materials and lesson observation to assist the student-teacher in practice (Buckworth, 2017). Considering the policy that informs the supervision and assessment of this module, it could not proceed as normal under COVID-19 conditions.
In South Africa, teacher education institutions mainly offer two professional qualifications: a four-year B. ED degree and a Postgraduate Certificate in Education (PGCE) (Davids, 2015). Prior to COVID-19, the TP required the presence of the student and supervisor in a classroom, which is referred to as “school-based learning” or “work-integrated learning” (Velzen, Volman, Brekelman and White, 2012). During this period, the student arguably develops the essential five types of knowledge, demonstrated as disciplinary, pedagogical, practical, fundamental and situational learning (DHET, 2015). During the TP sessions, the student teacher moves into a critical learning space where the theory taught in the university lecture room is put into practise under the supervision of a mentor (classroom-based) teacher and the supervisor, who visits the classroom at arranged times. The student teacher is supported by a school mentor or a subject specialist, creating an apprenticeship experience. Any reconfiguration of TP during and post-COVID-19 should, as far as possible, remain committed to the stipulated policy objectives.
During the years of teacher training, the TP student is ordinarily expected to spend substantial time in a classroom (DHET, 2020). The policy stipulates that school-based TP, including supervision and assessments, constitutes an essential part of the B.ED and PGCE programme. A student should spend a minimum of 20 weeks and a maximum of 32 weeks in the classroom over the four-year duration of the B.ED degree and between 8 and 12 weeks for the PGCE qualification (DHET, 2015). During COVID-19, these normal processes could not take place, compelling teacher education institutions to adjust their programmes. Invariably, the rush to develop online platforms became an integral part of their solutions.