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By Jill Adler, Yvonne Reed

The examine should be defined as a practice-based research of instances, with academics' school room perform as its concentration. The research used to be framed by way of the various following questions: What assets have been on hand to lecturers and the way have been they used?; what methods did lecturers take to inexperienced persons and learning?; what have been the language practices of lecturers and beginners in bilingual and multilingual school room settings?the a number of instructor roles embedded in those questions, e.g. mediator, assessor and reflective practioner, are defined in South Africa's present instructor schooling coverage.

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By 1994, the size of NGO provision was considerable. The Audit (Joint Education Trust, 1996: 17–32) came up with a figure of 99 NGOs spread across the nine provinces – offering short courses, school-based courses, classroom support, materials and information, and reaching 111 862 teachers (a third of all those employed). Another feature of NGO provision was the high calibre of many of the staff and volunteers involved. Gifted educationists, intolerant of formal provision in restricted public institutions, found an ideological home in the many education NGOs.

HISTORICAL OVERVIEW OF TEACHER EDUCATION 2 Similarly, there are difficulties with regard to content knowledge. Although it is understood that teachers need to grasp the “disciplinary bases of content knowledge”, it is sometimes not understood that there are varieties of ways in which subject content can be selected, some more appropriate for teachers than others. For example, it would be appropriate in a language course for teachers to include literary analysis of children’s literature rather than only literary mainline study of English and American literature, intended for the students’ own enrichment and induction into literary theory and discourse.

Unpublished paper. HISTORICAL OVERVIEW OF TEACHER EDUCATION Welch, T. 2001a. Policies and processes for qualifications and standards-setting, and the design and delivery of teacher education programmes. Paper commissioned by the Joint Education Trust. Johannesburg: SAIDE. 2 Welch, T. 2001b. The need for flexibility in the provision of professional development for teachers. OLTDE 7(1) March. Johannesburg: SAIDE. 35 CHAPTER 3 Jill Adler and Yvonne Reed Researching teachers’ take-up from a formal in-service professional development programme Introduction The challenges outlined in Chapter 1 of this book include the challenges of researching teachers’ take-up from the Further Diploma in Education (FDE) programme at the University of the Witwatersrand (Wits).

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