How can exposure to practice in a foreign context enhance the professional development of teacher students? Case study from South Africa
Journal article, Peer reviewed
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Original versionOlsen, S.T. & Hagen, A. (2015). How can exposure to practice in a foreign context enhance the professional development of teacher students? Case study from South Africa. Journal of the European Teacher Education Network, 10, 154-164.
This research paper presents a case study aimed to explore and analyse Norwegianteacher students’ professional development through exposure to the concept of TeacherWell-Being in a South African context. We have chosen Wenger’s social theory oflearning to describe, analyse and discuss students’ own perceptions of their learning(Wenger, 2008). The methodological rationale for the qualitative research approachforms part of a search for meaning within the cultural diversity of the schools hostingthe students. We argue that the reflection competence of the students is enhancedsignificantly in ways that will benefit their future position as teachers in Norway