Inducting 'self' into the scholarship of teaching pre-service teachers : a self-study of a doctoral student in education

Abstract

Education doctoral programs in South Africa focus on inducting students into the scholarship of research. Opportunities for engaging doctoral students in work-integrated learning (WIL) to develop their scholarship of teaching are scarce for aspiring teacher educators. In response to the absence of induction programs for doctoral candidates how one can induct ‘self’ into the scholarship of teaching pre-service teachers using a self-study methodology and the community of practice (CoP) framework was investigated. Drawing from multiple data sources, findings suggest that self-study and engaging in specific practices in the CoP with the help of a mentor teacher educator, promotes self-directed induction on how to teach pre-service teachers. Therefore, a model that can be used to induct education doctoral students into the scholarship of teaching pre-service teachers is proposed. Recommendations for future research that can test the applicability of this model in varied disciplines and contexts are offered and discussed.