The Department of Education's Norms and Standards for Educators (Department of
Education 2000) require that higher education institutions design and implement
outcomes-based teacher education programmes to enable novice teachers to demonstrate their competence across a range of teacher roles. In this article the question of whether outcomes-based programmes can produce competent teachers is explored. This is done firstly by taking a closer look at competence and competence-based education, the role of standards and the four types of competences as defined in the Norms and Standards for Educators. Thereafter we discuss outcomes and outcomes-based education. The article also points out the necessity of distinguishing between competences for beginning and pre-service
teachers on the one hand and experienced teachers on the other.
While every interpretation is culturally particular and context-specific, the critical assessment of the hermeneutical principles and social consequences of real examples from different cultures may facilitate fresh readings ...
Jita, Loyiso C.; Ndlalane, Thembi Constance(Faculty of Education, University of Pretoria, 2009-03)
Teacher clusters represent a recent experiment in the field of teacher professional development in South Africa. Increasingly, teacher clusters are being used as a substitute for the traditional approaches to professional ...
Utilising a qualitative methodology approach and a case study research design this study set
out to explore the influence of ‘own teachers’ on beginner teacher professional identities. The
research design borrowed from ...