Changing Patterns Of Teacher Education In South Africa

This book explores policy and practice in Teacher Education in South Africa and their implications for the future. It arises from the work of the Multi Site Teacher Education Research Programme (MUSTER) co-ordinated by the University of Sussex in five countries, of which South Africa is one. Teacher education in South Africa is in transition. The first wave of educational reform rightly focused on the need to develop a post-apartheid school curriculum and the new structures that were needed to support different approaches to learning. Teacher education was made a Provincial competence and left largely untouched until new norms and standards and a regulatory framework began to be developed.

Conflicts in schools over race, fees or language frequently make headlines in South Africa. Such conflicts reflect the multifaceted issue of learner diversity, encompassing racial, class, gender, religious, linguistic, physical and other differences. The need to handle such differences in equitable ways poses new challenges for teachers and teacher education. How are teacher education institutions preparing students for teaching in schools that are different from the ones they experienced as learners? What kinds of skills are they providing to enable teachers to deal with diversity and difference amongst learners.

The international attempt to expand schooling despite dealing with an insufficient number of trained teachers has placed significant pressure on teacher education. Continued effort to change all aspects of teacher education, including ways of learning, methods of practice, institution interaction and assessment of teaching ability, in order to fulfil the desire to offer inclusive and equitable teaching for all, is a serious consideration. In response to this increased attention on cross-national campaigns, Leading Change in Teacher Education features discussions covering what has been done, how and why the change has happened, the journey itself and the challenges encountered along the way, alongside contributions from international academics who share their reflections and suggestions for a way forward, despite a global shortage of teachers. Strategies surrounding the design and delivery of education now centre on improving how teachers are prepared, supported and evaluated. Leading Change in Teacher Education captures the stories of international change leaders by: Providing details of both the successes and challenges faced Presenting innovative practices in teacher education from around the world Describing the strategies put in place to ensure that teacher education is developing The topics discussed are relevant for educators, policymakers and international organizations involved in the design and implementation of programmes in teacher education. Leading Change in Teacher Education is also an invaluable resource for those looking to increase the changes occurring within teacher education.

The book will focus on the emergence of a racially-divided system of teacher preparation and its dismantling post-apartheid. It will explore the policies and politics of discrepant pathways to teacher preparation within the context of international and comparative trends.

This volume examines Educational Change in South Africa, a country undergoing rapid social and political change, and situated geographically, historically and culturally in the South.

This book explores the current landscape of Initial Teacher Education (ITE) in primary schools in South Africa. Considering recent policy directives and initiatives, it highlights the dilemmas of ITE for the primary school and gives a thorough account of innovations and initiatives to improve ITE. The book presents what works best for quality preparation of teachers in the Global South, where many children rely on their teachers and school life to break the cycle of poverty. Chapters draw on evidence from workplace learning, pre-service study, and primary school teacher education policy to highlight examples of promising change in teacher education in South Africa, addressing the clichés of "theory versus practice" head-on. This book successfully brings out the challenging aspects of teacher education for childhood learning which has otherwise been regarded as the softer option for a career in education. This book will be of great interest for academics, researchers, and post-graduate students in the fields of teacher education, African education, educational policy, international education, and comparative education.

Factors determining educator supply and demand in South African public schools.