oa Journal of Education - Constraint or catalyst? The regulation of teacher education in South Africa



In this paper we argue that whilst state regulation over teacher education in South Africa appears to be increasing, the current reform climate creates spaces for academics operating within Higher Education Institutions (HEIs) to significantly influence official knowledge for teachers and teaching. We recruit aspects of Basil Bernstein�s sociology of pedagogy to analyse the policy and institutional context of teacher education reform, with specific reference to the production of specialist FET mathematics teachers. We contend that with some grasp of the changing spaces in which mathematics teacher educators now work, fragile as these are, there is a possibility to influence the production of criteria for official knowledge for mathematics teachers and teaching.


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