Opportunities & challenges for teacher education curriculum in South Africa
OUTPUT TYPE: Monograph (Book)
PUBLICATION YEAR: 2009
TITLE EDITOR(S): G.Kruss
KEYWORDS: CURRICULUM DEVELOPMENT, EDUCATION, TEACHER TRAINING
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrcpress.ac.za/product.php?productid=2245&cat=1&page=1
Print: HSRC Library: shelf number 5573
HANDLE: 20.500.11910/5121
URI: http://hdl.handle.net/20.500.11910/5121
PUBLICATION YEAR: 2009
TITLE EDITOR(S): G.Kruss
KEYWORDS: CURRICULUM DEVELOPMENT, EDUCATION, TEACHER TRAINING
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrcpress.ac.za/product.php?productid=2245&cat=1&page=1
Print: HSRC Library: shelf number 5573
HANDLE: 20.500.11910/5121
URI: http://hdl.handle.net/20.500.11910/5121
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Driven by centralised state processes, externally mandated and regulated, the restructuring of teacher education curriculum and institutions in South Africa has radically changed the teacher education landscape. How universities mediate, contest and resist the resulting pressures has differed, according to their historical legacy, their specific trajectories of restructuring, and their leadership dynamics. This monograph traces the micro-level responses of teacher educators at five universities experiencing the impact of the restructuring processes with varying degrees of intensity, and selected as representative of the system as a whole. The analysis reveals distinct patterns of recurriculation, ranging from bureaucratic compliance to creating academic coherence between contrasting legacies. What becomes clear is the need for teacher education academics to grasp the challenges and opportunities to assert their power over shaping curriculum processes that will produce competent, confident teachers. Opportunities and Challenges for Teacher Education Curriculum in South Africa forms part of the Teacher Education in South Africa series. The series documents a wide-ranging set of research projects on teacher education conducted by the Education, Science and Skills Development research programme within the Human Sciences Research Council (HSRC), as part of a consortium of research partners. A comprehensive investigation of the dynamics shaping the professional development of educators, the series provides important reading for educationists, academics and policy-makers.-
Related Research Outputs:
- Introduction
- Curriculum restructuring in context: 1994-2007
- From bureaucratic compliance to creating new knowledge: comparative patterns of curriculum change
- Can we use young people's knowledge to develop teachers and HIV-related education?
- The recognition of prior learning power, pedagogy and possibility: conceptual and implementation guides
- South Africa
- Assessment of mathematics and science in Africa (AMASA)
- The use of ICTs in curricula in Botswana, Namibia and Seychelles
- Initial training for 'permanent unqualified' teachers through distance education programmes: SACOL as a case study
- Teacher education issues: implementation of a new curriculum and language in education policy
- Bringing the SA rainbow into schools
- Teacher education and the challenge of diversity in South Africa
- Trajectories of restructuring: the changing context for initial teacher education in South Africa
- Who are we missing?: teacher graduate production in South Africa, 1995-2006
- Supporting teachers to improve learner performance: use of ICT
- Using (formative) assessment to enhance learning: implications for teachers and learners
- A distant reality: aligning the BEd curriculum at the North West University
- Mainstreaming of HIV/AIDS in the curriculum
- Improving teaching & learning in SA schools: teacher pedagogy and assessment practices
- Using stimulated video-recall to identify teachers' classroom practices, perceptions and needs in implementing the mathematics curriculum at the intermediate phase