Sissel Tove Olsen, Anikke Hagen
This research paper presents a case study aimed to explore and analyse Norwegian teacher students’ professional development through exposure to the concept of Teacher Well-Being in a South African context. We have chosen Wenger’s social theory of learning to describe, analyse and discuss students’ own perceptions of their learning (Wenger, 2008). The methodological rationale for the qualitative research approach forms part of a search for meaning within the cultural diversity of the schools hosting the students. We argue that the reflection competence of the students is enhanced significantly in ways that will benefit their future position as teachers in Norway.
Student practice in foreign context, practice communities, teacher well-being, reflection competence
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