This research examines, within the interpretive paradigm, how emerging educational policy in an in-service educator education programme, namely, a Further Diploma in Education (Technology), is implemented and practiced by educators in the classroom. Technology is a new learning area in the South African curriculum that aims to develop learners' technological skills and promote the practical application of Science and Mathematics. Technology is seen as a way of developing a productive workforce that can design, realise and evaluate technological problems in a global economy. Engestrom's version of Activity Theory was used as the conceptual framework. Activity Theory focuses on 'activity' as a unit of analysis that captures the individual in context. This research focuses on the lecturers' and the students' actions in the programme, and the educators' and the learners' actions in the classroom. The research design was an eclectic case study consisting of two embedded cases within a single larger case namely, in-service educator education. Multiple single cases were selected within the two embedded cases. Trustworthiness and authenticity were addressed through the triangulation of data using mUltiple sources and methods of data collection. Data were analysed and interpreted in a hermeneutic-like process that emerged through gradual induction over time. The findings of the research suggest that the in-service educator education programme did not promote the effective implementation of educational policy. Major challenges to the effective implementation of educational policy include: the formulation and implementation of an INSET programme during rapid educational policy change, the under-preparedness and language difficulties of the participating educators that constrained policy implementation in the INSET programme and the classroom, the role of organisational rules in shaping the activities in the INSET programme and the classroom, and the broader community'S contribution to resource constraints in the classroom. This research suggests that the participating educators are not likely to be major change agents in the transformation of education in South Africa. This concurs with other research findings that suggest that educator education is a weak intervention incapable of overcoming the shortcomings of the educators' own personal schooling or the impact of work experience.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:rhodes/vital:1854 |
| Date | January 2002 |
| Creators | Thomen, Eva Christine Salzmann |
| Publisher | Rhodes University, Faculty of Education, Education |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis, Doctoral, PhD |
| Format | 358 leaves, pdf |
| Rights | Thomen, Eva Christine Salzmann |
Page generated in 0.0183 seconds