Initial teacher education (ITE) is a key focus in current policy particularly in respect to shaping student teachers' dispositions and capabilities to effect change within the systems they will work, and for the learners they will teach. Teachers' pedagogic strategies also mediate inequalities and continuities within the education system, linked to the schooling system and society they operate within. In South Africa, contextually relevant pedagogical strategies that address diversity, reconciliation, and promote social cohesion are crucial to enable initial teacher education to prepare teachers in this way (Sosibo, 2013). This paper draws on data from a case study of an ITE programme at one higher education institution (HEI) in South Africa. The data was collected through semi-structured interviews with students and lecturers, focus groups, documentary analysis, and a survey of initial teacher educators, and was part of a large-scale study that focused on teachers as agents of social cohesion in South Africa (Sayed et al., 2015). Specifically, it considers how student teachers are prepared to enact social cohesion in the classroom. The paper concludes by discussing several implications of the research for ITE in South Africa.

中文翻译：

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南非的社会凝聚力和初始教师教育

最初的教师教育（ITE）是当前政策的重点，尤其是在塑造学生教师的性格和能力方面，以在他们将工作的系统内以及他们将要学习的学习者中实现变革。教师的教学策略还可以调解教育系统内的不平等和连续性，并与他们所在的学校系统和社会联系在一起。在南非，解决多样性，和解并促进社会凝聚力的与情境相关的教学策略对于使初始教师教育能够以这种方式准备教师至关重要（Sosibo，2013）。本文借鉴了南非一家高等教育机构（HEI）ITE项目的案例研究数据。数据是通过对学生和讲师的半结构化访谈而收集的，焦点小组，文献分析和对初始教师教育者的调查，这是一项大规模研究的一部分，该研究着眼于教师作为南非社会凝聚力的推动力（Sayed等，2015）。具体来说，它考虑了学生教师如何准备在课堂上发挥社会凝聚力。最后，本文讨论了该研究对南非ITE的一些启示。