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.
Whittle, Granville Christiaan(University of Pretoria, 2008-06-30)
This thesis postulates that the inability of the post-apartheid government to deal decisively with the “legacies of apartheid education” is linked to the macro-educational policy trajectory endorsed by the African National ...
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 ...
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 ...