The Practicum in Teacher Education for Foundational Literacy and Numeracy: Lessons from North-West University

Abstract

This study examines the role of practicum experiences in preparing pre-service teachers to deliver foundational literacy and numeracy instruction in early grades. Drawing on lessons from North-West University, the paper explores how structured school-based practice shapes teacher competencies and pedagogical approaches in the context of sub-Saharan Africa. The findings highlight the critical importance of quality practicum design, mentorship, and alignment between university coursework and classroom realities. Recommendations are offered to strengthen teacher education programmes supporting foundational learning outcomes across the region.