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Original Research
Onderwysersopleiding in Suid-Afrika: leersame aspekte van ander stelsels
Koers - Bulletin for Christian Scholarship/Bulletin vir Christelike Wetenskap | Vol 74, No 1-2 | a118 |
DOI: https://doi.org/10.4102/koers.v74i1/2.118
| © 2009 J.L. van der Walt, F.J. Potgieter, C.C. Wolhunter
| This work is licensed under CC Attribution 4.0
Submitted: 26 July 2009 | Published: 26 July 2009
Submitted: 26 July 2009 | Published: 26 July 2009
About the author(s)
J.L. van der Walt, Fakulteit Opvoedingswetenskappe, Potchefstroomkampus, Noordwes-Universiteit, South AfricaF.J. Potgieter, Fakulteit Opvoedingswetenskappe, Potchefstroomkampus, Noordwes-Universiteit, South Africa
C.C. Wolhunter, Fakulteit Opvoedingswetenskappe, Potchefstroomkampus, Noordwes-Universiteit, South Africa
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Teacher education in South Africa: noteworthy aspects from other systems
Teacher education in South Africa, as part of the educational system, has been subjected to radical reform since 1994, as part of the reconstruction of society and of the education sys-tem. Deliberations about this aspect of the system have re-sulted in a number of significant policy documents and practical changes. The question arose whether South African theory and practice, with specific reference to teacher education, could learn in any way from the systems and practices of other countries. To find an answer to this question, a comparison of the teacher education systems of ten other countries and federal states including two developing countries and federal states, was made. The comparison, based on a particular philo-sophical-theoretical framework, revealed that the South African teacher education system compared well in theory and practice with the other systems. The study also revealed a few lacunae in both South African and foreign theory and practice.
Teacher education in South Africa, as part of the educational system, has been subjected to radical reform since 1994, as part of the reconstruction of society and of the education sys-tem. Deliberations about this aspect of the system have re-sulted in a number of significant policy documents and practical changes. The question arose whether South African theory and practice, with specific reference to teacher education, could learn in any way from the systems and practices of other countries. To find an answer to this question, a comparison of the teacher education systems of ten other countries and federal states including two developing countries and federal states, was made. The comparison, based on a particular philo-sophical-theoretical framework, revealed that the South African teacher education system compared well in theory and practice with the other systems. The study also revealed a few lacunae in both South African and foreign theory and practice.
Keywords
Comparative Education; Education System; Teacher Education
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