n South African Journal of Education - Addressing problems in integrated schools : student teachers' perceptions regarding viable solutions for learners' academic problems
|Article Title||Addressing problems in integrated schools : student teachers' perceptions regarding viable solutions for learners' academic problems|
|© Publisher:||Education Association of South Africa (EASA)|
|Journal||South African Journal of Education|
|Publication Date||Jan 2005|
|Pages||170 - 177|
ISI Social Science
Classroom teaching is influenced by teachers' perceptions of learner diversity. The current integration of South African schools calls for teachers to actively take stock of their perceptions of learners from diverse backgrounds and develop the attitudes, knowledge, and skills that will equip them to teach effectively in culturally diverse classrooms. Such development should be an important objective of teacher training programmes. Against this background the School of Education, University of South Africa, joined a ten-nation international research project, organised by the International Bureau of Education (IBE) of UNESCO, with a view to acquiring information about student teachers' perceptions of learners from diverse backgrounds. A section of the research done in South Africa is outlined, where the focus was particularly on the solutions student teachers envisage for dealing with learners' educational difficulties in a multicultural classroom. Implications for the design of teacher training programmes is addressed.
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