n South African Journal of Higher Education - Reconceptualising teacher training at a South African university : a case study

Volume 22, Issue 1
  • ISSN : 1011-3487



It is essential for teacher training institutions to reflect continually on changes in education policy with the view of ensuring that teacher training programmes that take the present needs and policies into account are in place. This article describes a four-year process through which a particular faculty of education went in search of an applicable programme in an effort not only to merge contemporary needs with recent policy development, but also to provide relevant teacher training for a constantly changing school curriculum landscape. Normally institutions draw up the curricula of their teacher training programmes in isolation and there is little mutual communication regarding the reconceptualisation of their curricula. Through the description of a particular institution's process of reconceptualisation of a specific programme, this article aims to share perspectives that could be put to use in other contexts and with other parties. This process was characterised by active and inclusive deliberations within the institution itself, thorough research and various workshops, to arrive at a reconceptualised programme.

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