n Journal of Educational Studies - Complicated curriculum conversations : reflections of curriculum decision-makers engaged in the restructuring of national teacher education frameworks




The year 2011 saw the introduction of a new policy framework of the Minimum Requirements for Teacher Education Qualifications (MRTEQ) and the development of the National Integrated Strategic Policy Framework for Teacher Education and Development (NISPFTED). For this purpose, decision makers from various constituencies were brought together to deliberate, discuss and negotiate the restructuring of the curriculum for the national teacher education frameworks. The intention of the paper is to interrogate and examine the reflections of the decisionmakers engaged in the restructuring and development of the national teacher education curriculum frameworks in South Africa. This was achieved throughinterviews of selected decision-makers. In theorising the data, Pinar's idea of "complicated conversation" is used and it is argued that these reflections represent "complicated conversations" of the processes of restructuring that have transpired. "Complicated conversations" occur through dialogical engagement within a context of language and dialogue, the absence of deep philosophical engagement and finally evidential tensions.


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