An overview of research, policy and practice in teacher supply and demand 1994-2008
OUTPUT TYPE: Monograph (Book)
PUBLICATION YEAR: 2009
TITLE AUTHOR(S): L.Chisholm
KEYWORDS: EDUCATION, TEACHER TRAINING, TEACHERS
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrcpress.ac.za/product.php?productid=2267&cat=1&page=1
Intranet: HSRC Library: shelf number 6251
HANDLE: 20.500.11910/4354
URI: http://hdl.handle.net/20.500.11910/4354
PUBLICATION YEAR: 2009
TITLE AUTHOR(S): L.Chisholm
KEYWORDS: EDUCATION, TEACHER TRAINING, TEACHERS
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrcpress.ac.za/product.php?productid=2267&cat=1&page=1
Intranet: HSRC Library: shelf number 6251
HANDLE: 20.500.11910/4354
URI: http://hdl.handle.net/20.500.11910/4354
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
In 2008, South Africa had 400 953 educators, which included school teachers and principals. Were they adequate in number and quality for the 12 239 363 learners in ordinary public and independent schools? Is the country's teacher education system sufficiently geared up to produce the teachers that are required and are sufficient numbers of students being attracted to teaching? How successful have government and union attempts to address specific teacher shortages since 1994 been? What has the contribution of research been in these areas? These are the questions this monograph addresses. It does so by providing an overview and synthesis of the interventions, research and consequences of initiatives related to the demand for and supply of teachers since 1994. What the study shows is that in order to deal with shortages, a bold vision for sustained investment in teacher education is a first priority. This needs to be supported with measures that will not only attract young graduates to the teaching profession, but also retain them and their developed expertise. This monograph is 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:
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- Initial training for 'permanent unqualified' teachers through distance education programmes: SACOL as a case study
- Bringing the SA rainbow into schools
- Teacher education and the challenge of diversity in South Africa
- The new accountability and teachers' work in South Africa
- Social class and pedagogy: a model for the investigation of pedagogic variation
- 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
- Opportunities & challenges for teacher education curriculum in South Africa
- Introduction
- Curriculum restructuring in context: 1994-2007
- From bureaucratic compliance to creating new knowledge: comparative patterns of curriculum change
- Beginner teachers in South Africa: school readiness, knowledge and skills
- District professional development models as a way to introduce primary-school teachers to natural science curriculum reforms in one district in South Africa
- Policy appropriation in teacher retention and attrition: the case of North-West province
- Improving teaching & learning in SA schools: teacher pedagogy and assessment practices
- An investigation into educator leave in the South African schooling system: phase I
- Chronic diseases among teachers in South Africa - should we be concerned?