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Theme 4: Comparative and international perspectives in teacher education

Contributions to this theme engage with global education policy agendas, including governance, planning, finance, and accountability of education systems. Understanding the commonalities and divergences between quality education in different schooling contexts is crucial in an increasingly globalised world. The theme seeks to understand teaching within the context of the different theoretical and praxis perspectives of teaching across different world regions.

  • Andrews, D., Bischof, J. Emmerich, & Osman, R. (2023). Inclusive Education and Diversity in South Africa and Germany – Concepts, Popcies, and Historical-Poptical Paradoxes. In E. Hofmann, E. Mavhunga, T. Bohl, F. Maringe & D. Diekmann. (Eds.). Education in South Africa and Germany. Shared perspectives on national and global questions. Results of the collaborative work between Wits School of Education and Tübingen School of Education. Tübingen University Press. http://dx.doi.org/10.15496/pubpkation-76382 
  • Andrews, D., Bischof, J., Emmerich, M., & Osman, R. (2023). Inclusive Education and Diversity in South Africa and Germany – Concepts, Policies, and Historical-Political Paradoxes. https://ub01.uni-tuebingen.de/xmlui/handle/10900/135031 
  • Hofmann, E., Mavhunga, E., Bohl, T., Maringe, F., & Diekmann, D. (2023). Teacher Education in South Africa and Germany. Shared perspectives on national and global questions. Results of the collaborative work between Wits School of Education and Tübingen School of Education. Tübingen University Press. http://dx.doi.org/10.15496/pubpkation-76504 
  • Osman, R. & Amos, K. (2023) Forward In E. Hofmann, E. Mavhunga, T. Bohl, F. Maringe & D. Diekmann. (Eds.). Education in South Africa and Germany. Shared perspectives on national and global questions. Results of the collaborative work between Wits School of Education and Tübingen School of Education. Tübingen University Press.  http://dx.doi.org/10.15496/pubpkation-76382
  • Osman, R., & Maringe, F. (2022). What is at stake when reforming educational pathways? Theoretical reflections from south of Africa. In M. Priyam (Ed.), Reclaiming public universities: Comparative reflections for reforms. Routledge. https://www.taylorfrancis.com/chapters/edit/10.43 
  • Nkambule, T. (2022). Exploring working conditions in selected rural schools: teachers’ experiences. South African Journal of Education, 42(1), 1-9.  https://journals.co.za/doi/full/10.15700/saje.v42n1a 
  • Hlatshwayo, M., & Shawa, L. (2020). Towards a critical re-conceptuapzation of the purpose of higher education: The role of Ubuntu-Currere in re-imagining teaching and learning in South African higher education. Higher Education Research & Development, 39(1), pp. 26-38. https://www.tandfonpne.com/doi/10.1080/0729436 
  • Hlatshwayo, M., Shawa, L.,&  Nxumalo, S. (2020). Ubuntu currere in the academy: A case study from the South African experience. Third World Thematics: A TWQ Journal. https://doi.org/10.1080/23802014.2020.1762509 
  • Nzizeyimana, G., & Osman, R. (2013). First-year university student teachers' beliefs about teaching and the teaching profession: the case of Rwanda. Southern African Review of Education with Education with Production, 19(1), 98-120.
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