It will be generally accepted that teacher education is an
important factor underpinning the quality and success of the
schooling system in South Africa. Key agenda items in the debate
and discourse on the provision of teacher education, in
parliamentary and extra-parliamentary circles, include teacher
empowerment and professionalization, and teacher education
curricula, programmes and policies in the context of an apartheid
society in transition to a future democracy.
The present study is a contribution to that debate. It focuses
on selected aspects of the pre-service teacher education
curriculum at one university Faculty. Data de rived from
questionnaire surveys and documentary research are analysed and
interpreted within the parameters of the critical paradigm of
curriculum inquiry as these are given operational definition by
the transformative model of teacher education.
The analyses of student and staff perceptions of the curriculum
and of curriculum and instructional structures show that the
dominant form of teacher education in the Faculty embodies a
technocratic rationality that serves to encourage acquiescence
and conformity to the status quo in both schooling and society.
It is argued that such a curriculum is an anachronism, given the
prospect of a "new South Africa" that has become apparent since
February 1990. In that context, the dissertation makes an
attempt to offer a conceptual basis for an alternative framework
in the reconceptualization of teacher education. / Thesis (M.Ed.) - University of Durban-Westville, 1991.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/3134 |
| Date | January 1991 |
| Creators | Rajah, Dharamrajh Sunderajh. |
| Contributors | Jardine, R. W. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.002 seconds