M.Ed. / The importance of teach1ng practice during the course of teacher education in order to further the career readiness of future teachers is generally acknowledged. Without such closely supervised experience the future teacher cannot be adequately prepared for the reality of teaching and such teacher education would therefore not be scientifically grounded in the reality of teaching. When current practices of student teaching practice are observed, certain questions as to its effectiveness must be raised. To ensure that the system functions effectively and succeeds in providing properly trained students for the profession, it is essential that ongoing research be undertaken to eliminate possible problems and to provide useful renewal. Teaching practice has the purpose of offering functional experience to the future teacher by exposing him to both the complexity and the reality of the on-the-job situation of the actual classroom and its school environment. Training institutions are seldom in an ideal position to bring students in direct contact with the reality of teaching or to undertake the extremely important aspect of imparting professionalism before the career is embarked upon. Should the school be referred to as a participant in the training of future teachers, it is with a vague reference to a group without specifying either the people or their tasks. This can result in responsibility for such training remaining nebulous. In the light of this', it is necessary to identify' specific individuals in the school situation, because during the teaching practice there is talk of some limited but clearly defined duties and responsibilities. Not only does the teacher who accepts a student for the teaching practice appear to be in the ideal position to provide direct guidance during the experience of the actual teaching situation, but he is also the logical person to provide continuous specific and individual help. Unfortunately the teacher is often unaware of the role he should assume during the teaching practice of the student. It may be that the nature of his involvement is underestimated or that the teachers find themselves ill- prepared because their function during teaching practice has been poorly defined. Seen against the background of these problems, the purpose of this study is to examine the role that teachers should assume during teaching practice, and to identify their specific functions as guide and co-trainer so that these may be clearly spelt out and effectively performed. In order to approach the formulated problem systematically, both local and overseas literature have been studied to reinforce the intersubjective validity of the study. In the light of information thus gleaned, three separate, structured questionnaires were designed to tentatively gauge the present teacher participation in teaching practice and to make recommendations. To ensure the validity and objectivity of the empirical investigation, lecturers involved in teaching practice, teachers who had previously accepted students for teaching practice and final-year student teachers were involved in this study. The empirical investigation, supported by the literature, reveals that teachers do not accept an apathetic attitude towards teaching practice but rather that their sometimes uninvolved attitude can be ascribed to the fact that they are unsure of the part they should play in order to fulfil the role of guide of the teacher-to-be during teaching practice. The link between training institutions and responsible. teachers should also be emphasized so that teachers may be made aware that their involvement in teaching practice is not just a transient responsibility, but rather the responsibility of a fellow-trainer. The investigation also indicates that the spectrum of experiences during teaching practice is so wide that it demands systematic procedures and carefully structured methods' so that the student-teacher may be introduced to the full reality of teaching in an orderly manner. Only thus can the potential value of student teaching practice be ensured.

M.Ed. (Education) / Please refer to full text to view abstract

D.Ed. (Education Management) / The literature on teacher traInIng shows that an effective balance between the academic, professional and practical components of a teacher training programme is essential. The literature on teacher traInIng shows that an effective balance between the academic, professional and practical components of a teacher training programme is essential. Despite the general acceptance of this fact, there are still widespread misgivings about the absence of the desired balance between the various components. Although. this reference regards the total training programme of teachers, the same can also be said about the more specific training aimed at the creating of properly constituted didactical situations. The problem of ineffective integration between the theoretical and practical components in the training of teachers in constituting didactical situations is regarded as the central problem of this study. In order to probe this problem several sub-problems had to be resolved, namely: the problem regarding the need for a justifiable practice theory (didactical performance theory) that will provide integrated theoretical and practical guidelines for establishing school based practice (supplying a basis for practice oriented training); the problem regarding the choice of a properly founded point of departure that would give access to a practice-oriented theory (didactical performance theory); the problem involving reliable guidelines for a training programme and, specifically, an integrated theoretical and practical programme for students in order to constitute purposeful secondary didactic situations. Emanating from Despite the general acceptance of this fact, there are still widespread misgivings about the absence of the desired balance between the various components. Although. this reference regards the total training programme of teachers, the same can also be said about the more specific training aimed at the creating of properly constituted didactical situations. The problem of ineffective integration between the theoretical and practical components in the training of teachers in constituting didactical situations is regarded as the central problem of this study. In order to probe this problem several sub-problems had to be resolved, namely: the problem regarding the need for a justifiable practice theory (didactical performance theory) that will provide integrated theoretical and practical guidelines for establishing school based practice (supplying a basis for practiceoriented training); the problem regarding the choice of a properly founded point of departure that would give access to a practice-oriented theory (didactical performance theory); the problem involving reliable guidelines for a training programme and, specifically, an integrated theoretical and practical programme for students in order to constitute purposeful secondary didactic situations.

In this dissertation, the researcher has given a historical analysis of the Gazankulu teacher training between 1969 and 1990. Gazankulu teacher training is for the Shangana-Tsonga ( Machangana-Vatsonga) people. The training of Shangana-Tsonga people as teachers started in 1893. Gazankulu came into existence in 1969. Reference was made to the Swiss Missionaries who started such a training at Rikatla in 1893. From Rikatla, the training was transferred to Shiluvane area to be started as a Bible school in 1903. The Bible School was split into two sections, one of which became Lemana Training Institution in 1906. The other section was transferred back to Rikatla. Lemana served as a training institution for the MachanganaVatsonga or Tsonga-speaking people from 1906 up to 1968. When Gazankul u was established in 196 9, its teacher training commenced in the same year at Ti vumbeni Training School. Tivumbeni replaced Lemana. Both Lemana and Tivumbeni trained primary school teachers. The latter school however later changed to the training of secondary school teachers. After Tivumbeni, other teacher training institutions like Orhovelani, Hoxani, Giyani, Shingwedzi and Lemana were established in this order owing to the need to train teachers as determined by the Gazankulu Education Department. Gazankulu teacher training first paid attention to the training of primary school teachers between 1969 and 1972. As from 1973 a beginning was made for the training of secondary school teachers. Various teachers' certificates were offered in the Gazankulu teachers' colleges between 1969 and 1984. Teachers' diplomas replaced those certificates as from 1982. / Educational Studies / M. Ed. (History of Education)

This study, in a sense, mirrors the attitudes of the society in which it is based towards a fundamental pedagogical task, that of the preparation of its teachers, Almost throughout the Western world, the concept of elementary education for all was accepted as a responsibility of the society with little thought being given to the preparation of teachers to make the concept a reality. From this emerged, with the dichotomy of full education for a privileged elite, and basic education for the mass of society, the widespread idea that elementary school teachers stood in need of professional training while secondary schoolmasters required only a thorough grounding in academic studies in the university. It has only been with the full realisation about the middle decades of this century of the need for education at secondary school level for all members of society, that the necessity for a welleducated teaching force has become an accepted reality. With this has come the acceptance of teacher education as an essential pre-requisite of a national system of education rather than merely a poor and somewhat depressed Cinderella of the school system. Part One of this survey therefore seeks to examine the origins and early development of systems for the preparation of teachers in the days before the unification of the states of South Africa. Part Two carries on the historical investigation and the growing moves towards the professionalisation of teacher education up to the middle of the present century. Central to the development of this theme is the major problem of constitutional provision for the control of education in the Union of South Africa. The resultant lack of a national policy for education in general and teacher education in particular sets the stage for the second two parts of the survey. Part Three endeavours on a highly selective basis to examine some of the problems which confront the teacher educator and the educational planner at the present time, concentrating in particular upon aspects of demography and the supply of teachers, as well as the nature of the courses offered. The final section of the study examines the reform period of South African education at elementary and secondary school levels represented by the legislation of the decade of the 'sixties. In particular the proposals of the National Education Policy Act of 1967, and its amendment of 1969, regarding the structure of teacher education in this country are examined. Finally, proposals are made with regard to the implementation of this policy in the present decade. Inevitably as this investigation has proceeded, as the power of the researcher's lens has been increased, so the breadth of the study has been replaced by depth. The depth has not been consistent, reflecting the personal predelictions of the investigator. An attempt has been made to examine aspects of the preparation of teachers for the White group only. Previous experience of an investigation into a much more restricted field than is represented by South Africa revealed the practical impossibility feaiofa wider study than this. Can such a study have any function in the educational literature of the society? This is a question which is of concern to every researcher in the field of the social sciences. For the first time since the creation of Union in 1910, and the framing of the famous but ambiguous phrase in Section 85 of the South Africa Act, this country has been able to contemplate the formulation of a national education policy. The relationships between institutions and authorities charged with the preparation of teachers has in the past largely been based on divisive and separatist tendencies. If a national education policy is to be securely based, it must have at its core a teacher force which is committed to its implementation. It is in the hope that teacher education may be based upon policies which draw institutions and authorities together upon a professional basis of common interest rather than upon the coercive effect of ministerial edict that this study may have some slight value. It is in this spirit that it has been undertaken. / No abstract available / Thesis (Ph.D.)-University of Natal, 1971.

This study sought to understand what training and development the teachers experienced through the cascade model. In asking the question, “Does the cascade model work for teachers?” I produced data through the exploration of the experiences of teachers, whose training for the implementation of the Integrated Quality Management System at schools was through the cascade model. The critical questions posed in the study were, firstly, what are the building blocks that constitute the cascade model? Secondly, how did the School Training Teams experience their training and development on the cascade model, based on the core guiding principles? Thirdly, what are the experiences of teachers at school level, on their training and development by School Training Teams for the implementation of IQMS? Using Zeichner’s paradigms of teacher development (1993) as the theoretical lens through which to understand how training and development was experienced through the cascade model, I read and interpreted the workings of the model in terms of the four paradigmatic positionings – Traditional-craft, behaviorist, personalistic and inquiry oriented perspectives. Using a descriptive qualitative approach, I accessed three high schools in the Port Shepstone District to participate in this study. The data sources used to produce the data included the IQMS Provincial Training Manual (used by the provincial facilitators for the training of School Training Teams); individual semi-structured interviews of the Provincial IQMS facilitators; interviews of the School Training Team members who were responsible for cascading IQMS to teachers at school level, and survey questionnaires to teachers of the schools that participated in this study. The findings of the study show that the process of teacher development through the cascade model has not only resulted in the teachers engaging in ‘strategic simulation’ about change and ‘intensification’ of the work they do, but has to a greater extent, also led to teacher de-professionalization. Although ‘disruption’ was unearthed in the middle tiers of the cascade, by and large, the intent of change at both levels, bureaucratic and school, was tactical and strategically simulated. I conclude that the continued employment of the cascade as the model for teacher development and training perpetuates a technicist approach of what it means to be a teacher and reduces teachers work to a de-intellectualising practice. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

In this dissertation, the researcher has given a historical analysis of the Gazankulu teacher training between 1969 and 1990. Gazankulu teacher training is for the Shangana-Tsonga ( Machangana-Vatsonga) people. The training of Shangana-Tsonga people as teachers started in 1893. Gazankulu came into existence in 1969. Reference was made to the Swiss Missionaries who started such a training at Rikatla in 1893. From Rikatla, the training was transferred to Shiluvane area to be started as a Bible school in 1903. The Bible School was split into two sections, one of which became Lemana Training Institution in 1906. The other section was transferred back to Rikatla. Lemana served as a training institution for the MachanganaVatsonga or Tsonga-speaking people from 1906 up to 1968. When Gazankul u was established in 196 9, its teacher training commenced in the same year at Ti vumbeni Training School. Tivumbeni replaced Lemana. Both Lemana and Tivumbeni trained primary school teachers. The latter school however later changed to the training of secondary school teachers. After Tivumbeni, other teacher training institutions like Orhovelani, Hoxani, Giyani, Shingwedzi and Lemana were established in this order owing to the need to train teachers as determined by the Gazankulu Education Department. Gazankulu teacher training first paid attention to the training of primary school teachers between 1969 and 1972. As from 1973 a beginning was made for the training of secondary school teachers. Various teachers' certificates were offered in the Gazankulu teachers' colleges between 1969 and 1984. Teachers' diplomas replaced those certificates as from 1982. / Educational Studies / M. Ed. (History of Education)

This piece of research is an attempt to evaluate the assessments made by secondary teachers in training of an introductory orientation course offered during the first seven weeks of the 1984 H.D. E. course in the Department of Education of Rhodes University. This course, the About To Teach (ATT) course, was introduced in an attempt to obviate some of the perceived problems that students experience in the initial months of their H.D.E. year. The course was first offered in 1982 and in both 1982 and 1983 it was assessed by the students. The evaluation of the assessments offered in those two years provided much of the background for this in-depth look at student assessments of the 1984 ATT course. Briefly, the course attempts to offer the students a stimulating, meaningful, interesting and enjoyable learning experience which will help them to orientate; prepare them adequately for their first teaching practice and the reception later of the offerings of the core theory discipline of Philosophy, Sociology and Psychology. The course itself is a piece of action research and its underlying assumptions are essentially humanistic in nature. Its planners have attempted to bracket as many assumptions as possible and to espouse only those assumptions which are basically positive in nature. It does not attempt to prescribe or offer any dogma which can or must be assessed in any formal sense; it attempts to meet the students from whatever stages in their development they are at when they arrive to commence their H.D.E. year; and it does not attempt to compel the students in any way whatsoever. It is a course which must stand or fall on its own merits. Since the researcher is himself an involved participant in the process, he felt that the completion of a detailed questionnaire and interviews with a sample of the students would be the most economical and the best means of obtaining data for as objective an analysis as possible. To further obviate the possibility of researcher bias all the responses collected have been included in the appendices so that the reader may satisfy him/herself that the interpretations made and conclusions drawn are reasonable. Briefly, the chief conclusion of this researcher is that the overwhelming majority of the students perceived the course as offering them a meaningful learning experience. In addition, it can be argued that the course is, in effect, a guidance course in that it appears to be preparing students for experiences which they still have to come across . Most are generally critical of other courses offered during the H.D . E. year and many make an appeal for, or suggest, a much more integrated approach along the lines of the ATT course . There is a definite appeal for a coherent H.D.E. experience which is meaningful and 'peoplecentred'. By no stretch of the imagination can the findings of this particular piece of research be generalised to any other context since it is very definitely specific in both context and setting. However the researcher is quietly confident that his conclusions and recommendations make a great deal of sense within the specific context of this study.

This investigation examines developments which have taken place in the theoretical component of pre-service courses for primary teachers. Revised conceptions of the purpose and scope of primary education, and the attendant demand for better qualified primary teachers to implement such education, resulted in a considerable increase in the theoretical component of primary teacher preparation courses . Better theoretical understanding of the educative task was perceived to be essential to the production of more effective primary teachers. The emergence of various schemes for the preparation of South African primary teachers is outlined. The Cape Province provides the major exemplar. The nature of educational theory, and its precise contribution to enhanced teaching ability has been a subject of fierce debate within educational circles. An analysis of theory, in general, and as it applies in the educational context, is undertaken. The evolution of the core theoretical disciplines of education - history, philosophy, psychology and sociology of education - is traced. The current status of these disciplines at selected South African institutions undertaking primary teacher preparation is then investigated, and the views of lecturing staff at these institutions on the optimal approach to the teaching of educational theory are presented. The disciplines still play an important role in the South African Bachelor of Primary Education degree courses surveyed. In British teacher preparation courses, however, disenchantment with the disciplines' format has given rise to demands for new approaches to the teaching of educational theory. Some of these alternative approaches are evaluated. An overall assessment is made of the contribution that can be expected from educational theory in pre-service courses for primary teachers, and some recommendations are made for the management of the theoretical component of pre-service courses for South African primary teachers.

M.Ed. (Tertiary Didactics) / The purpose of this investigation was to determine how the practical component in the further professional training of teachers by distance teaching can be improved. The deficiencies which are experienced can be ascribed, inter alia, to the fact that the relationship between the theoretical and the practical components are not clearly discernible to the teacher. On the basis of a study of literature and an empirical investigation of limited scope, it was determined that factors which obscure the forming of relationships can be present in the teacher as a learner, in the lecturer as a planner and presenter of the subject matter and in the curriculum at micro-level...