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

Abstract

This publication examines the structure and outcomes of practicum programmes in teacher education, with a specific focus on preparing teachers to deliver foundational literacy and numeracy instruction. Using lessons drawn from North-West University, the paper analyses how practicum experiences contribute to teacher readiness and identifies gaps between training objectives and classroom practice. The authors discuss pedagogical, institutional, and systemic factors that shape the quality of pre-service teaching experiences. Recommendations target curriculum designers, university supervisors, and school-based mentors involved in foundational learning teacher preparation.