Education studies for initial teacher development:
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| Other Authors: | |
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| Format: | Book |
| Language: | English |
| Published: |
Cape Town
Juta
2017
|
| Edition: | First edition |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis Klappentext |
| Physical Description: | xxii, 506 pages 25 cm |
| ISBN: | 9781485102663 1485102669 |
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Record in the Search Index
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| adam_text | Contents
About the authors.......................................................... xi
Preface .................................................................. xvi
Acknowledgements........................................................ xviii
List of acronyms........................................................... xx
Part 1: Learning and teaching .............................................. 1
1 Understanding policy analysis: South African policies shaping teachers
as professionals ...................................................... 3
Michael Anthony Samuel
Introduction......................................................... 3
Understanding policy................................................... 4
Reading policy..................................................... 11
Enacting policy: Failures and limitations ............................ 23
Conclusion ........................................................... 24
Further reading....................................................... 25
2 The challenge of a critical history of education for South Africa. 30
Peter Kallaway
Introduction ......................................................... 30
Background: A denial of history....................................... 31
The forgotten history of education ................................... 33
History of education in South Africa ................................. 36
Conclusion ........................................................... 39
Further reading....................................................... 40
3 The novice teacher as learner: Becoming a strategic weaver of self-directed
professional learning................................................. 43
Marinda Swart
Introduction.......................................................... 43
Expectations, tensions and gaps .................................... 44
Positioning the novice teacher as learner ............................ 45
Professional learning ................................................ 46
The role of the novice teacher as learner as a strategic weaver....... 52
Conclusion ........................................................... 54
Further reading....................................................... 55
Education Studies tor Initial Teacher Development
4 Exploring teaching methods for diverse educational milieux........ 56
Jayaluxmi Naidoo
Introduction ......................................................... 56
Teacher education and development in South Africa ................. 56
I )iversity and teaching methods .................................. 57
C boosing a teaching method ...................................... 60
Conclusion ......................................................... 04
Further reading ...................................................... 64
5 Technology in education for teachers.............................. 66
Nadaraj Govender and Simon Bheki Khoza
Introduction ......................................................... 66
The concept of educational technology ................................ 67
e-learning and online learning ....................................... 69
Classroom technology in educational technology ....................... 70
Models of instructional design in educational technology .......... 71
T he use of technological knowledge .................................. 78
Conclusion .......................................................... 78
Further reading ...................................................... 79
6 Becoming and being a teacher leader in schools....................... 80
Inbanathan Naicker
Introduction ......................................................... 80
Situating leadership and teacher leadership .......................... 80
Leadership and management .......................................... 82
Teacher leadership ................................................... 82
Models and perspectives of teacher leadership......................... 84
Enactment of teacher leadership ...................................... 87
Implications for becoming and being a teacher leader .............. 91
Conclusion ...............:........................................ 92
Part 2: Curriculum studies.............................................. 93
7 Classical theories and theorists of curriculum studies............ 95
Petro du Preez
Introduction.......................................................... 95
Eras and philosophies that have framed curriculum studies ......... 96
Important figures that influenced curriculum studies ................. 97
Curriculum studies in South Africa .................................. 105
Curriculum studies on the African continent ......................... 108
Questions asked in curriculum studies ............................... 108
Conclusion .......................................................... 110
Further reading ................................................... 111
iv
Contents
8 Contemporary curriculum theories and their influence on teaching
and learning.................................................... 112
Lesley le Grange
Introduction ..................................................... 112
Defining curriculum and curriculum studies ..................... 1 12
Curriculum (studies) in South Africa ........................... 1 14
Ted Aoki s metonymic doubling .................................. 1 16
William F Finars curren՛........................................ 1 19
Jason Wallins active force of currcrc ............................ 120
Conclusion ....................................................... 123
Further reading .................................................. 124
9 Curriculum development and design............................. 125
Lesley le Grange and Chris Reddy
Introduction ................................................... 1 25
Curriculum development and design ................................ 125
A history of curriculum development............................... 126
Approaches to curriculum development ............................. 129
Curriculum design .............................................. 131
Developing learner-centred programmes ............................ 135
Conclusion ....................................................... 137
Further reading .................................................. 138
10 Outcomes-based Education: Reviewing a system for education.... 139
Chris Reddy
Introduction ..................................................... 139
Background: Approaches to education .............................. 139
Outcomes-based Education: Essence and principles ................. 140
Curriculum design in Outcomes-based Education .................... 143
Assessment in Outcomes-based Education ........................... 148
Outcomes-based Education in South Africa: An experiment at
transformation ................................................... 154
Criticisms of Outcomes-based Education ........................... 156
Conclusion ....................................................... 157
11 Assessment and curriculum ........................................ 159
Chris Reddy and Lesley le Grange
Introduction ..................................................... 159
What is assessment? .............................................. 159
The purposes of assessment ....................................... 161
The principles of assessment...................................... 162
Forms or types of assessment ..................................... 167
Guidelines for designing assessment tasks ........................ 169
An example of the assessment of practical work ................... 170
V
Education Studies for Initial Teacher Development
Conclusion ........................................................ 172
Further reading ................................................. 173
Part 3: Philosophy in education....................................... 175
12 Why is philosophy important (for education)? ..................... 177
Bert Olivier
Introduction ...................................................... 177
Discovering our ‘place’ in the world ............................ 178
What it means to be human ....................................... 179
Language and/as discourse ......................................... 180
Complexity and culture ............................................ 182
Critical practice and contemporary crisis ......................... 183
Conclusion ........................................................ 187
Further reading ................................................... 188
13 A postmodern approach to philosophy of education............... 189
Philip Higgs
Introduction .................................................... 189
Postmodernism and recent developments in philosophy ............... 190
Postmodernism and reason ........................................ 191
Postmodernism and the dis-position of the personal ............... 193
Postmodernism and a pluralistic problem-centred approach to
philosophy of education ......................................... 197
Conclusion ...................................................... 199
Further reading ................................................... 200
14 The crisis in education: Questioning relations in education....... 201
Anne Becker
Introduction .................................................... 201
Continental philosophers: Arendt, Bauman and Derrida .............. 202
Contextualising the crisis in South African education ............. 203
Hannah Arendt: The essence of education............................ 205
Zygmunt Bauman: Liquid societies .................................. 207
Jacques Derrida: Deconstruction and the Other ..................... 210
Conclusion ........................................................ 213
Further reading ................................................... 214
15 Introducing Philosophy for Children in the school curriculum ....... 215
Matsephe Letseka and Leonie Higgs
Introduction ...................................................... 215
Background: The problem facing school-leavers today................ 216
Introducing Philosophy for Children ............................... 217
Thinking skills.................................................... 220
Vi
Contents
The nexus between Philosophy for Children and thinking skills ...... 223
Conclusion ........................................................... 225
16 Can we speak of an African philosophy of education?................... 227
Philip Higgs
Introduction ......................................................... 227
African identity and an African philosophy of education .............. 227
Philosophy of education and the call for an African Renaissance .... 231
Philosophy of education and coinmunalism ............................. 233
Philosophy of education and ubtwtu.................................... 23b
CConclusion .......................................................... 237
Further reading ...................................................... 238
Part 4: Sociology in education......................................... 241
17 The relevance of sociology for education ............................. 243
Crain Soudien
Introduction ......................................................... 243
What is sociology?.................................................... 243
The key introducers of sociology...................................... 246
Major approaches in sociology ........................................ 248
The South African context............................................. 253
Conclusion ........................................................... 254
Further reading ...................................................... 254
18 Critical thinking and critical pedagogy in education.................. 255
Canisius Manyumwa and Sylvan Blignaut
Introduction ......................................................... 255
Critical thinking .................................................... 256
Critical pedagogy .................................................... 266
The nexus between critical thinking and critical pedagogy in teacher
education ............................................................ 278
Conclusion ........................................................... 280
19 Bourdieu and his key concepts relevant to education................... 282
Labby Ramrathan and Nirasha Singh
Introduction ......................................................... 282
Introducing Bourdieu ................................................. 283
Bourdieu s key concepts .............................................. 285
Cultural reproduction and inequalities in South African education .... 288
Conclusion ........................................................... 290
Further reading ...................................................... 290
vii
Education Studies for Initial Teacher Development
20 Exclusion, violence and education..................................... 291
Crispin Hemson
Introduction ....................................................... 2^1
Hxdusion ............................................................. 2^2
Socul groups ......................................................... 293
Social structure .................................................... 2**5
Agency .................................................................Wt
Conclusion ........................................................... 303
Further reading ...................................................... 303
21 Making sense of sociology in schooling today.......................... 304
Thabisile Buthelezi
Introduction ......................................................... 304
Putting education ami sociology into perspective ......................^*3
The social order and normative expectations .......................... 306
Changing plural and democratic societies ............................. 308
Hducation in nnilticultur.il and democratic societies ................ 313
Conclusion ......................................................... 314
Further reading .................................................... 315
Part 5: Psychology in education............................................ 317
22 Educational psychology for teachers: From philosophical-humanistic
analysis to scientific research methods ............................ 319
Bernd Kern and Annemarie Fritz
Introduction ......................................................... 319
Methodological development ........................................... 319
Changes in research on the psychology of learning ..................
Conclusion .........................................................
Further reading ....................................................
23 From the cognitive revolution to constructivism....................... 332
Bernd Kern and Annemarie Fritz
Introduction ......................................................... 332
Background: Moving on from behaviourism ................................
Cognitive approaches ...............................................
Constructivism .....................................................
, 350
Further reading ....................................................
qco
24 Working memory in the classroom................................... °
Kate Cockcroft
I J 352
Introduction .......................................................
Why is working memory so important for childhood learning ami ^
education?..........................................................
Viii
Contents
How is working memory assessed? ........................................ 356
How does working memory develop? ....................................... 357
How do working memory difficulties manifest in learners? ............... 359
Can working memory capacity he improved? ............................... 360
Conclusion ............................................................. 363
Further reading ........................................................ 363
25 Learning difficulties................................................... 365
Annemarie Fritz and Antje Ehlert
Introduction ........................................................... 365
The classification of learning disabilities ............................ 365
Learning as a process of gaining expertise ............................. 367
Components of good instruction ......................................... 371
Learning difficulties as learning barriers ............................. 373
Principles of support .................................................. 374
Conclusion .......................................................... 381
Further reading ........................................................ 381
26 Inclusive education................................................... 383
Lorna Dreyer
Introduction ........................................................... 383
Inclusive education and inclusive schools .............................. 383
A historical overview .................................................. 385
Theoretical underpinnings .............................................. 389
Inclusive schools ...................................................... 394
Conclusion ............................................................. 399
Further reading ........................................................ 399
Part 6: Research in education............................................. 401
27 Educational research: Key concepts.................................... 403
Labby Ramrathan
Introduction ........................................................... 403
The importance of research for teachers ................................ 404
Key terms and concepts associated with research ........................ 405
Research approaches .................................................... 411
Research methodology ................................................... 414
Research methods........................................................ 415
Sampling and participants............................................... 417
Conclusion ............................................................. 417
Further reading......................................................... 418
ix
Education Studies for Initial Teacher Development
28 Key concepts and processes in developing a research proposal ... 419
Rajendra Chetty and Labby Ramrathan
Introduction ..................................................... 419
What is a research proposal? ....................................... 419
Components of a generic research proposal ........................ 421
Changes to the research proposal ................................... 430
Conclusion ....................................................... 431
Further reading .................................................. 431
29 Ethics in educational research.................................. 432
Labby Ramrathan, Lesley le Grange and Lester Brian Shawa
Introduction ..................................................... 432
What are research ethics?......................................... 432
Key ethical dilemmas and how to overcome them .................... 434
Ethics within different approaches to educational research ....... 436
Domains of ethical consideration within a research project ....... 437
Conclusion ....................................................... 443
30 Emancipatory action research........................................ 444
Omar Esau
Introduction ....................................................... 444
The development of action research ................................. 444
What is action research? ......................................... 446
The three modes of action research ............................... 448
How does emancipatory action research operate? ................... 450
Data collection methods .......................................... 452
Conclusion ....................................................... 453
Further reading .................................................. 454
31 Decolonising or Indigenous methodologies........................ 456
Lesley le Grange
Introduction ..................................................... 456
The term ‘Indigenous’............................................. 456
The Indigenous research paradigm ................................. 458
Why Indigenous methods? .......................................... 460
The nature of method.............................................. 461
Are there Indigenous methods of inquiry? ......................... 464
Decolonising Western methods of inquiry .......................... 465
Conclusion ....................................................... 468
References........................................................... 470
Index................................................................ 497
x
Education Studies
for Initial Teacher Development
Education Studies for Initial Teacher Development provides foundational knowledge for Education students
engaged in Initial Teacher Education programmes. It is structured with the following key questions in mind:
1. What should Initial Teacher Education students know about education as a foundational discipline
in teaching?
2. How should this foundational knowledge inform their practice as a professional teacher?
Classical theories of education that have informed and continue to inform teacher education have
dominated Education Studies. This book includes the traditional foci of philosophy, sociology, psychology,
and teaching and learning, and emphasises how they influence the practice of teaching. But Education
Studies for Initial Teacher Development shifts the focus to current research and innovative theories that
promote teaching and learning in a challenging and complex educational context. This book makes a
deliberate attempt to map out influential classical theories as a backdrop to explore how contemporary
theories are currently influencing teaching and learning.
About the editors:
Labby Ramrathan is Associate Professor in the School of Education at the University of KwaZulu-Natal
(UKZN). He has been in leadership positions within the school in various capacities, including as Head
of School, Acting Deputy Dean and Acting Dean. He has been involved in teacher education for more
than 20 years. He has published widely in the field of education and holds a C2 rating from the National
Research Foundation (NRF).
Lesley le Grange is Distinguished Professor in the Department of Curriculum Studies at Stellenbosch
University (SU). He teaches and researches in the fields of curriculum studies, environmental education,
research methodology, science education and assessment. He serves on the editorial boards of eight
peer-reviewed journals and has received several academic awards and prizes. Lesley is a rated social
scientist in South Africa and a fellow of the Royal Society of Biology in the UK.
Philip Higgs is Emeritus Professor and Research Fellow in the College of Education at the University
of South Africa (Unisa). He holds two doctorates, one in Philosophy of Religion (UKZN) and the other in
Philosophy of Education (Unisa). He holds a research rating by the NRF and his academic interests are
focused on philosophy of education and the transformation of higher education.
www.jutaacademic.co.za
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