Includes bibliographies. / At a time when existing social and educational structures are rightly open to question and debate, the White colleges cannot escape the same scrutiny and evaluation. Such criticism must address not only the morality of separate provision for student teachers of different races, but must also raise questions concerning the preservation of the undergraduate route to the teaching profession and the justification for the teacher education offered at institutions such as the Cape Town Teachers' College (hereafter referred to as the College). This dissertation outlines the steps by which an enquiry which began as a modest attempt to give greater coherence to the components of the teacher education course developed into a deeper search to reconcile educational theory, subject knowledge and professional skills in the Professional Studies programme. Although many necessary and well-received changes were effected, there was a growing consciousness of the eclectic and piecemeal nature of such innovations. While most lecturers were united in their rejection of Christian National Education (CNE) as an underlying philosophy, there was need for an agreed matrix or core of assumptions about the nature and purpose of educational enterprise to give conceptual coherence and meaningful structure to the College task. Such a perspective was required to provide this basis and yet to retain sufficient width to preserve the rich diversity of opinion and outlook which are themselves enriching to an institution.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uct/oai:localhost:11427/17604 |
| Date | January 1985 |
| Creators | Moorcroft, Sheila |
| Contributors | Krause, Milton |
| Publisher | University of Cape Town, Faculty of Humanities, School of Education |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Master Thesis, Masters, MEd |
| Format | application/pdf |
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