TABLE OF CONTENTS

DECLARATION …………………………………………………………………………………………….. i
SUMMARY …………………………………………………………………………………………………… ii
ACKNOWLEDGEMENTS ……………………………………………………………………………… iv
TABLE OF CONTENTS …………………………………………………………………………………. v
LIST OF TABLES ………………………………………………………………………………………. viii
LIST OF FIGURES……………………………………………………………………………………….. ix
CHAPTER 1 OVERVIEW OF THE STUDY………………………………………………………. 1
1.1 Introduction ……………………………………………………………………………………………… 1
1.2 Research question, aim and objectives………………………………………………………. 4
1.3 Research design: A case study utilizing ethnographic tools ……………………….. 5
1.4 Data collection and analysis ……………………………………………………………………… 6
5. TERMINOLOGY………………………………………………………………………………………………………5
1.5.1 Student teachers …………………………………………………………………………….. 7
1.5.2 Mentor teachers ……………………………………………………………………………… 7
1.5.3 Teaching tools………………………………………………………………………………… 7
1.5.4 Triarchic model of learning and design …………………………………………… 7
1.5.5 Cognitive apprenticeship …………………………………………………………………… 7
1.7 Conclusion ………………………………………………………………………………………………. 8
CHAPTER 2 STUDENT TEACHERS LEARNING IN A PRACTICUM …………………. 9
2.1 Introduction: Making tools as mediational artefacts ……………………………………. 9
2.2 Learning practice in a teaching school with a ‘dual curriculum’ …………………. 10
2.3 Teacher knowledge and PCK of foundation phase teachers ………………………. 14
2.4 Learning in an apprenticeship of ‘thinking’, ‘making’ and ‘playing’ …………….. 17
2.5 Situating tool-making in practice ……………………………………………………………… 19
2.6 Tool-mediation in early number concept learning ……………………………………… 21
2.7 Conclusion: Limitations of a practicum and the promise of a career ………….. 26
CHAPTER 3 THE RESEARCH PLAN …………………………………………………………… 28
3.1 Introduction ……………………………………………………………………………………………. 28
3.2 The unit of sampling ……………………………………………………………………………….. 31
3.3 Ethnographic elements of research design ………………………………………………. 31
3.3.1 Ethnography in the study of student teachers ……………………………………. 32
3.4 Data Collection ……………………………………………………………………………………….. 33
3.4.1 ‘Ethnographic’ observations and the ‘emic’ perspective ……………………… 34
3.4.2 Photographic data ……………………………………………………………………….. 35
3.4.3 Artefacts …………………………………………………………………………………….. 36
3.4.4 Interviews …………………………………………………………………………………… 35
3.5 Reliability and validity of the study …………………………………………………………… 37
3.6 Data Analysis …………………………………………………………………………………………. 38
3.6.1 Computer assisted data analysis ……………………………………………………… 38
3.7 Research ethics………………………………………………………………………………………. 40
3.8 Conclusion …………………………………………………………………………………………….. 41
CHAPTER 4 DATA OF THE STUDY …………………………………………………………….. 42
4.1 Introduction ……………………………………………………………………………………………. 42
4.2 Data collection………………………………………………………………………………………… 42
4.3 Data analysis: From codes to categories and themes ……………………………….. 43
4.4 Outcome of the analysis ………………………………………………………………………….. 60
4.4.1 Theme 1: Inability to mediate via artefacts ………………………………………… 60
4.4.2 Theme 2: Lack of design thinking tools……………………………………………… 62
4.4.3 Theme 3: Limited use of artefacts in school ………………………………………. 65
4.4.4 Theme 4: Tools as memory aids ………………………………………………………. 67
4.4.5 Theme 5: Connect with life outside school ………………………………………… 64
4.4.6 Theme 6: Limited interaction with theory …………………………………………… 65
4.5 Conclusion: Glimpses of the data process ……………………………………………….. 75
CHAPTER 5 DISCUSSION AND CONCLUSION ……………………………………………. 76
5.1 Introduction ……………………………………………………………………………………………. 76
5.2 Themes constructed from the data …………………………………………………………… 77
5.2.1 Inability to mediate via artefacts ……………………………………………………….. 77
5.2.2 Lack of design thinking tools ……………………………………………………………. 79
5.2.3 Limited use of artefacts in schools ……………………………………………………. 80
5.2.4 Limited practical work ……………………………………………………………………… 81
5.2.5 Teaching tools as memory aids ……………………………………………………….. 82
5.2.6 Connection with life outside school …………………………………………………… 84
5.2.7 Limited interaction with theory ………………………………………………………….. 85
5.3 Readily available resources …………………………………………………………………….. 86
5.4 Limitations ……………………………………………………………………………………………… 88
5.5 Conclusion …………………………………………………………………………………………….. 90
REFERENCES ……………………………………………………………………………………………. 92
ADDENDUM A: PERMISSION TO CARRY OUT RESEARCH IN SCHOOL ……….. 95
ADDENDUM B: ETHICS CLEARANCE APPROVAL ………………………………………. 96
ADDENDUM C: PARTICIPANT CONSENT FORM ………………………………………….. 97
ADDENDUM D: OBSERVATION SCHEDULE ………………………………………………. 101
ADDENDUM E: MEMORANDUM OF AGREEMENT BETWEEN UNIVERSITY OF
JOHANNESBURG AND GAUTENG DEPARTMENT OF EDUCATION…. 99
ADDENDUM F: EXAMPLE OF STUDENT TEACHER’S LESSON PLAN …………. 117
ADDENDUM G: EXAMPLE OF TRANSCRIBED RAW DATA …………………………. 128
ADDENDUM H: HOW DATA WAS CODED ………………………………………………….. 142