NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ778804
Record Type: Journal
Publication Date: 2002
Pages: 14
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0738-0593
Working in the Rain: Pressures and Priorities for Teacher Education Curriculum Design in South Africa--A Case Study of the University of Durban-Westville
Samuel, Michael
International Journal of Educational Development, v22 n3-4 p397-410 Apr-Jul 2002
This case study of the transformation of teacher education in post-apartheid South Africa is a reflection on the pressures and priorities that characterise curriculum design and development in a society undergoing rapid change. It focusses on the varied sources behind the process of curriculum transformation, indicating how an historically disadvantaged institution chose to redesign its model of teacher professional development to reflect a more progressive interpretation of the process of becoming a teacher. The influences impacting on the design of the teacher education curriculum emanate both from within the institution itself and from the wider external environment of changing educational policy which signalled a departure from apartheid traditions. This paper suggests that the process of transformation is characteristically messy, contradictory and complex.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa