Original Research

Problematic ideologies in teacher education

Monica Jacobs
Koers - Bulletin for Christian Scholarship/Bulletin vir Christelike Wetenskap | Vol 56, No 2 | a743 | DOI: https://doi.org/10.4102/koers.v56i2.743 | © 1991 Monica Jacobs | This work is licensed under CC Attribution 4.0
Submitted: 25 January 1991 | Published: 25 January 1991

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Monica Jacobs, Department of General Didactics University of Durban-Westville DURBAN, South Africa

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Abstract

A critical problem facing educationiuls is the problematic quality of many teacher training courses. Vie major source o f the problem seems to be the irrational ideological foundations on which these courses are often based. The research theme revolves around a particular type of problematic ideology, viz. lecturing course teams in teacher training whose members refuse to adopt an integrated, muiually-compatible approach when teaching students how to teach. Such course teams in.s'ist on transferring contradictory, subjective views o f teaching to student teachers. It is estimated that a high percentage of students annually qualifying as teachers in South Africa are, from a professional point of view, incompetent to teach. The argument is outlined in three parts: statement of problem, theoretical argimients being forwarded to justify problematic ideologies, and possible solutions. Bearing in mind the far-reaching implications  f the situation, the solution could be to appoint a prescriptive controlling body/inspect orate whose members' main task would be to raise teacher training standards in South Africa. Experience in more developed countries suggests that such a controlling body would only function effectively if composed of representatives from other social sciences, schools, future employers (of pupils), educationists, and the government.

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