Sue Cohen's List: Teacher development

The different ways in which student teacher learning was organised and managed as part of the Level 6 Learnership for Educators in
Schooling are described. Three primary schools working in 2003 with the Cape Technikon were chosen for the study. Lave and Wenger's
notion of situated learning is used as the conceptual framework for describing the purpose of a learnership. The article focuses on the spatial
and temporal organisation of this learnership, the knowledge and practices that are privileged in each school, how these repertoires are made
available to student teachers and how the student teachers are assessed. Some points for further exploration are raised, in particular around
the selection of schools, the roles and responsibilities of mentors, and models of partnership.

The different ways in which student teacher learning was organised and managed as part of the Level 6 Learnership for Educators in
Schooling are described. Three primary schools working in 2003 with the Cape Technikon were chosen for the study. Lave and Wenger's
notion of situated learning is used as the conceptual framework for describing the purpose of a learnership. The article focuses on the spatial
and temporal organisation of this learnership, the knowledge and practices that are privileged in each school, how these repertoires are made
available to student teachers and how the student teachers are assessed. Some points for further exploration are raised, in particular around
the selection of schools, the roles and responsibilities of mentors, and models of partnership.