Inquiry-oriented and practice-based teacher education in partnerships ith schools South African perspective

This chapter discusses the development of a teacher education model for primary school teachers at the University of Johannesburg (UJ), South Africa. The model incorporates a school as a crucial component of the programme. Initially, it involved one school, a ‘teaching school’ at the UJ Soweto campus. After 12 years of research, the model expanded to include multiple schools, bringing both benefits and challenges. Data from stakeholders’ early experiences revealed a common theme: navigating institutional boundaries posed challenges and learning opportunities for all stakeholders. This theme has two sub-themes: the significance of a shared vision for student teacher learning and reevaluating boundaries between different practices to enhance student-centred learning in coursework. The study's findings are interpreted through the lenses of cultural historical activity theory and border crossing aiming at understanding the current interactions and activities of participants and the gaps between the current state and envisioned outcomes. The chapter concludes that despite numerous challenges, this model has created opportunities for student teachers, peer tutors, school partners, and academic staff to traverse multiple boundaries, resulting in expansive learning opportunities for all involved. However, addressing existing tensions and contradictions remains work in progress.