M.Ed. / This study is designed around the hypothesis that a modular approach in teacher education, within an educationally sound curriculum framework, could indicate an appropriate route towards the possible implementation of several training models. Teacher education for the pre-primary school phase, as well as other differientiated training programmes, may be accommodated within this flexible approach. Viewed together with the implementation of a modular system is the implicit need for centralised administrative machinery. Associated fieldwork included the following: * Three focused study visits abroad (1982 - 1989) * A . literature search and survey of research projects followed by a systematic s tudy of relevant publications, documents relating to education policy issues and selected legislation * Close involvement with a local pre-primary teacher training project * Consultation along structured lines with academics, educational experts and individuals engaged at policy level. The most significant findings were: a) Both in the RSA and overseas teacher education programmes are currently under review. b) Teacher education models incorporating flexibility are being developed. This element of flexibility introduces, in addition to 'traditional admission requirements attached to a specific course, exit points with a carry-forward of credits already acquired. c) A modular approach to teacher education programmes is gaining favour rapidly within educational circles, and also in the sphere of manpower planning. Based on the findings,. several recommendations were made with regard to a modular curriculum for teacher education and more specifically with reference to the pre-primary school phase in the RSA.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:4062 |
| Date | 17 February 2014 |
| Creators | Hofmeyr, Johanna Margaretha |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johannesburg |
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