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1.
《师资教育杂志》2012,38(1):19-34
Teacher educators in a post-apartheid South Africa are being asked to re-conceptualise and re-design their pre-service teacher education programmes to respond to new national policies on teacher education. A sample of teacher educators from various teacher education institutions was interviewed about their understanding, support for and implementation of the new policy and the problems they have faced in making it a reality. This article comments on the potential tension between reform through legislation and reform through personal and institutional vision-building. 相似文献
2.
《Africa Education Review》2013,10(2):324-337
Abstract The argument of this paper is that the use of distance education methods is essential for the provision of all teacher education in South Africa – not just an option for a few programmes in one or two institutions. For this reason, the challenges of distance teacher education are the major challenges for achieving the goal set out in the National Policy Framework for Teacher Education and Development: ‘more teachers, better teachers’. Challenges include increasing the flexibility and location of current teacher education programmes in order to attract and support a more diverse teacher target audience, designing courses to nurture dialogue and integrate learner support, and moving beyond surface change in response to criticism. Finally, although external quality assurance processes are critical in creating a shared understanding of quality standards and the need for change, quality assessment needs to be followed up with support. 相似文献
3.
《Africa Education Review》2013,10(3):429-446
ABSTRACTThe dire need for eye care services and a dearth of human resources (HR) in sub-Saharan Africa motivated the setting up of new optometry programmes. However, to make a meaningful impact, geographical, gender, economic and educational disparities must additionally be addressed.Aqualitative study utilizing purposive sampling to select academic leadership and students from optometry programmes in sub-Saharan Africa was conducted. Individual and focus group interviews produced data that were coded and analysed using a deductive thematic analysis approach. The themes that emerged as contributing to disparities in access through recruitment and selection were institutional barriers (student intake numbers, programme marketing, minimum entry requirements, absence of pre-medical programme) and socio-economic barriers (finance, poor secondary school education, lack of knowledge of optometry, geographic location of institutions, gender). To address equity, institutions should engage with communities, market via community radio stations, offer pre-medical and bridging programmes, partner with governments and private funders to offer loans and bursaries and affirm females and rural applicants in recruitment and selection. In conclusion, universities must be socially accountable in all facets of education including recruitment and selection. 相似文献
4.
Mahlapahlapana Themane Hlabathi Rebecca Thobejane 《International Journal of Inclusive Education》2013,17(4):369-383
ABSTRACTThis paper reports on teachers as change agents to implement inclusive education in some rural secondary schools in South Africa. The study followed a qualitative case study research methodology. Eight teachers were recruited to form part of the study through a purposive sampling strategy. Data were collected through interviews, observations and document analysis. The study found that: (a) teachers were resilient in the face of lack of resources to implement inclusive education, (b) teachers did their best despite lack of capacity to implement inclusive education, (c) teachers showed the willingness to effect change, and (d) when they collaborated with others, they achieved more. These findings have at least four implications for teacher education: One that institutions should train teachers to survive with meagre resources. Two, professional development initiatives should be planned to capacitate teachers on inclusive education. Three, teacher education institutions should develop programmes that include models of teacher agency such as the one displayed by these teachers. Four, teacher education should develop programmes that teach teachers how to collaborate with parents and other stakeholders to make inclusive education possible. 相似文献
5.
《Africa Education Review》2013,10(2):351-363
Abstract The sheer number of teachers required to cater for an unprecedented increase in enrolment in developing countries, and corresponding continuous professional development to improve teaching and learning, remain a major problem. Given this problem, I argue that traditional face-to-face training of teachers no longer suffices to manage imbalances in the supply of and demand for teachers in South Africa, and hence the need for open and distance learning. I further argue that the allocation of resources to higher education institutions for teacher training using distance education within South Africa, if not reviewed, will constrain the quality and capacity of institutions to respond adequately to future teacher shortages. I conclude that the discourse on teacher supply and demand should be tempered with awareness of the looming crisis of teacher retention that is always at the periphery of the planning of, and discourse on teacher provision in the country. 相似文献
6.
《Africa Education Review》2013,10(1):91-108
Abstract This article reports on teacher education in Uganda, with specific reference to the role that distance education has played in upgrading the quality of education in general and in supplying more qualified teachers to meet a growing demand, specifically for teachers involved in primary education. The investigation paves the way for the establishment of the Open University of Uganda and illustrates how the Primary Education Policy of Uganda has increased access to 7 million primary school learners to schools in 2002. The article also explains how the qualifications of 10 000 in-service teachers have been upgraded between 1995 and 2000. The successes of two major in-service teacher education programmes are discussed. The article also explains how the Mubende Integrated Teacher Education Project (MITEP) not only contributed to the training of teachers, but also focused the attention of educators on the possibiliities of distance education for Uganda. Furthermore, it also argues that the Northern Integrated Teacher Education Project (NITEP) has on the other hand achieved successes in the field of inservice teacher education. The programmes assisted in the training of academic support staff who work in distance education. The article concludes by addressing the further needs of distance education in Uganda and highlights the challenges facing distance education programmes in Uganda. 相似文献
7.
《Africa Education Review》2013,10(1):97-110
Abstract The aim of this paper was to review the contribution of private institutions to higher education in Africa and use Monash South Africa as a case study. A literature search was conducted to gain perspective on the current situation with respect to private higher education institutions in Africa and how they are perceived in relation to public higher education institutions. In comparison with public higher education institutions, private higher education institutions in Africa were successful in four areas: ? Widening access to higher education in the continent ? Improving the quality of education ? Improving student experience ? Increasing the recognition and marketability of their degrees However, private higher education institutions in Africa have failed in two areas: ? Reducing the costs of higher education in Africa ? Assisting with retention of skilled human capital in African countries. In fact, private higher education institutions in Africa, have exacerbated the two situations above. Monash South Africa was the first foreign university to be established in South Africa and one of over 100 private universities in the continent. As a campus of Monash University in Africa, it has seen a steady growth with over 3,500 students in the past 10 years of its existence. Like other private institutions, the campus was successful in the four areas above and also fails in the area of costs and assisting in retention of skilled staff in Africa. The campus has been successful in blending its private provider status with a public purpose mandate by offering degrees in social science, business and economics, information technology and health sciences. 相似文献
8.
ABSTRACT Despite the overall proliferation of technology and its impact on people's everyday lives, tertiary education institutions generally have yet to utilise the educational potential of information technology. There is an enormous disparity between technology as an educational resource outside of these institutions and as a medium for learning inside. The same is generally true for teacher education programmes within institutes of higher education. 相似文献
9.
合作伙伴关系是20世纪90年代以来国际发展援助的新趋势之一。在美国政府资助下,美非高等教育机构在师生交流、教师培训、合作科研、联合开发课程、远程教育及人力资源培训等领域开展了广泛的合作。学术合作取得积极成效的同时,也产生了一些消极影响,如加剧了双方的不平等、导致非洲高等教育机构的内部分化、容易受政治因素影响等。因而,美非高等教育机构需建立有助于问题解决、真正平等的合作关系。 相似文献
10.
11.
《Africa Education Review》2013,10(3):518-547
Abstract This article provides a summative evaluation of the development and implementation of the Open Learning Systems Education Trust's (OLSET's) “English in Action” programme from 1992 to the end of 2009. It describes the programme's development from a uni-modal distance education model focused on enhancing learner involvement and learner gains to a multi-modal model focused on enhancing teacher and learner involvement, teacher and learner gains, school, classroom and teacher support and in-service teacher training. It also describes the expansion of schools, teachers and learners involved in the programme over a 17 year period. Reasons for the wide-spread support of the programme by teachers, principals and educational officials in South Africa are identified, and constraints and limitations highlighted. Conclusions are then drawn on the value of the programme's model relative to the resurgence of international interest in the potential of using radio as a basis for teacher support in developing countries. 相似文献
12.
Abstract Once the exclusive domain of teacher education, physical education in Australian tertiary institutions has during the last twenty years evolved into a series of discipline‐based fields concerned with human movement studies, leisure studies and sport science that have begun to feed new vocational opportunities in the sport, exercise and leisure industries. Concomitant with these changes in the social organization of knowledge in tertiary physical education has been a realignment of school physical education programmes, particularly in the senior school curriculum. Inevitably, the once sole focus of physical education in tertiary institutions on teacher education is now being forced to reinvent itself in light of these dynamic changes in the social organization of school and university knowledge. Following the work of Bernstein, Goodson and others, this article analyses current policy and practice in physical education teacher education and identifies several future scenarios. The first part of the article provides an historical overview of the emergence of new forms of tertiary knowledge in physical education from the mid‐1970s until the present. The second part provides a similar overview of developments in school physical education with a focus on senior school and matriculation physical education during the same period. The third part analyses the current state of affairs in the social organization of knowledge for physical education teacher education. In the fourth part, a series of questions is raised concerning relationships between knowledge in physical education teacher education, school physical education and university forms of the field through the presentation of several future scenarios. The article concludes with several proposals for policy development concerned with physical education teacher education programmes. 相似文献
13.
Mel Dunn Pam Nilan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,7(2):265-281
Since the end of the apartheid era in South Africa, “internationalization” of higher education has been a popular theme as
the country takes its place as a regional leader in education and research in sub-Saharan Africa. However, competing discourses
of internationalization have produced economic and moral dilemmas rather than the realization of philanthropic academic aims.
The process of internationalizing higher education in South Africa has been greatly compromised by under-funding and over-crowding
of post-secondary education institutions in the country. 相似文献
14.
Jill W. Fresen 《Distance Education》2018,39(2):224-240
AbstractDistance education reaches out to non-traditional students in geographically dispersed locations, who are unable to attend face-to-face classes. Contact institutions have been quick to realise the many advantages of distance (online) learning, such as easy access to learning materials, interactive activities, assessment and communication tools. However, the path to anything approaching dual-mode provision has not been without obstacles. In South Africa in the early 2000s, the Council on Higher Education reinforced the mandate of distance education universities and decreed that contact institutions should not encroach on this territory. Subsequently, various frameworks and guidelines emerged which can inform current consideration of dual-mode provision. This practitioner report presents two case studies (University of Pretoria, South Africa; and University of Oxford, United Kingdom) which explore the implications for contact institutions in expanding their provision to include distance education. 相似文献
15.
ABSTRACTThe quality of how teachers are being prepared is seen as a priority in the twenty-first century and engagement with research is often considered a crucial element of initial teacher education programmes. Institutional and national contexts have an impact in the way research is valued. This paper investigates the perspectives of Portuguese and English teacher educators towards the value given to research in initial teacher education. Interviews were completed with teacher educators working within different kinds of higher education institutions—university, polytechnic and teaching-led university. Results suggest that research has a significant presence and relevance in all cases but is valued differently 相似文献
16.
Jennifer Roberts 《Distance Education》2018,39(1):37-53
AbstractThe roles of distance education teaching staff are changing, necessitating role clarity and the development of appropriate competency frameworks. This article investigates the perceptions of the teaching and research staff at the University of South Africa, regarding the current and future roles of distance educators, their own competencies in each role and training that they require in order to address competencies required in these future roles. This research forms part of a larger project that focuses on capacity and continuous professional development processes that are necessary to train staff to be prepared for these changing roles. A quantitative web-based survey was sent to all academic (teaching and research) staff at the University of South Africa. Key results indicate that competencies in the roles of technology and instructional design have emerged as crucial for distance educators, and that future training programmes need to be developed to support these areas. 相似文献
17.
Lorraine M. Ling 《欧洲师范教育杂志》2017,40(5):561-571
AbstractTeacher Education in Australia seems to be in a dynamic and constant cycle of review and change. Policy governing teacher education has also been eminently changeable and dynamic. To some extent this stems from three year terms for governments where a short term and expedient political view is taken. There has also been ongoing centre-periphery tension between the Commonwealth government and the State governments regarding regulation and accreditation of teacher education programmes with there now being regulatory bodies at both national (Australian Institute of Teaching and School Leadership – AITSL) and state levels. Despite all of this, teacher education is still the butt of ongoing criticism and investigation and is now more highly regulated than ever. Since teacher education occurs within a university context, with the exception of that which is offered through some private providers or some Technical and Further Education (TAFE) providers, it is also at the whim of government funding policies impacting universities generally. 相似文献
18.
《Africa Education Review》2013,10(1):46-64
Abstract Many education systems worldwide have undergone major reforms over the last two decades or more. Educational reform cannot take place without major consequences for teacher education. This article focuses on the way teacher education has responded to education reform in two countries, namely the United States of America and England. In the former, the reform efforts were widespread but each endeavour was guided by different priorities. In particular, the trend towards Professional Development Schools has been viewed as encouraging but ultimately their success must be measured by longitudinal research over a period of time. In England the reform movement can be described as a shift towards school-based training of teachers with schools as the lead partners in educating novice teachers. The experience of these countries has particular relevance for the South African education system. It shows that what is needed is a revitalisation of research on teacher education. Successful teacher education institutions and programmes share distinct features, inter alia, a clear shared vision of good teaching, well-defined standards of practice and performance, intensively supervised practical experiences, and strong relationships between training institutions and reformminded local schools. 相似文献
19.
ABSTRACT This qualitative metasynthesis investigated students’ meaningful learning experiences amid andragogical teacher education programmes. The programmes catered to the specific learning needs of adult students in the context of university-based teacher education. This study aimed to provide a wider picture of the frames of students’ meaningful learning in andragogical teacher education programmes. The findings revealed three major learning worlds of adult students’ meaningful learning, which formed a common system widening from the professional awakening to the transformative community and agency in society. Based on the findings, this study argues that in andragogical teacher education, which emphasises collaboration and networking in accordance with the current trend in higher education, teacher students may become empowered participants and active agents in society. The findings can be used in planning curricula, and developing programmes of higher education in general and teacher education in particular. 相似文献
20.
Hiroo Saga 《Educational Media International》2013,50(4):182-184
Abstract In‐service teacher training programmes in Japan are conducted by various organizations including local education boards, the Education Ministry, and public foundations. Pre‐service teacher training is extensively offered at national, public and private colleges and universities. These formal programmes fulfil the basic needs of teachers and they have little link to distance education systems. Teachers’ spontaneous energy to teach themselves is now directed towards using personal computer networks and the Internet. These telecomputing activities are reviewed and future directions suggested 相似文献