Exploring the views of educators and students on privileged knowledge domains in a teacher education programme: a case study
The reported case study solicited the views of teacher educators and students on the teacher
knowledge taught and the way it was imparted in a teacher education programme that
offered commercial subjects at the Bachelor of Education degree level. The objective was to
establish the extent to which the knowledge domains were interconnected or whether some
were prioritised. Data was collected from twenty students and seven educators using semistructured
interviews, and analysed using deductive qualitative analysis method. The
Minimum Requirements for Teacher Education Qualifications policy framework was used
as a source of codes and the five domains of the framework were used as a priori codes
under which analysed data was placed. The findings confirmed that some knowledge
domains were prioritised. A disjuncture was discerned between teacher knowledge and
practical experiences of students from disadvantaged backgrounds. The study concludes
with a discussion which has implications for teacher education programmes
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