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Koers

versão On-line ISSN 2304-8557
versão impressa ISSN 0023-270X

Koers (Online) vol.74 no.1-2 Pretoria  2009

 

NAVORSINGSARTIKEL

 

Onderwysersopleiding in Suid-Afrika: Leersame aspekte van ander stelsels

 

Teacher education in South Africa: Noteworthy aspects from other systems

 

 

J.L. van der Walt; F.J. Potgieter; C.C. Wolhuter

Fakulteit Opvoedingswetenskappe, Potchefstroomkampus, Noordwes-Universiteit, Potchefstroom, E-pos: jlvdwalt@aerosat.co.za, Ferdinand.Potgieter@nwu.ac.za, Charl.Wolhuter@nwu.ac.za

 

 


OPSOMMING

Onderwysersopleiding in Suid-Afrika, as 'n onderdeel van die land se onderwysstelsel, is sedert 1994 onderworpe aan radikale hervorming, as deel van die algehele rekonstruksie van die samelewing. Beraadslaging oor hierdie faset van die stelsel het uitgeloop op 'n aantal betekenisvolle publikasies sowel as veranderings in die praktyk daarvan. Die vraag ontstaan egter of die Suid-Afrikaanse teorie en praktyk met betrekking tot onderwysersopleiding enigiets kan leer uit die stelsels en praktyke van ander lande. Om hierdie vraag te beantwoord, is 'n vergelykende ondersoek van stapel gestuur wat die onder-wysersopleidingstelsels van tien ander lande of deelstate behels het, insluitend dié van twee ontwikkelende lande. Die vergelyking is gebaseer op 'n filosofies-teoretiese raamwerk. Die vergelyking toon dat die Suid-Afrikaanse onderwysersoplei-dingstelsel ten opsigte van teorie en praktyk inderdaad goed met dié van ander vergelyk, maar ook dat daar enkele leemtes in die teorie en praktyk van die Suid-Afrikaanse sowel as ander stelsels bestaan.

Kernbegrippe: onderwysersopleiding; onderwysstelsel; vergelykende opvoedkunde


ABSTRACT

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 system. Deliberations about this aspect of the system have resulted 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 philosophical-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.

Key concepts: comparative education; education system; teacher education


 

 

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