2016/03/31 by Lee Rusznyak, Robert Balfour, Willie Van Vollenhoven +1 · 1 citation
Social Sciences · #Educational Theory and Curriculum Studies #Global Educational Policies and Reforms #Teacher Education and Leadership Studies
paper · pdf · doi:10.38140/pie.v34i1.1939
openalex publication_date 2016/03/31 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/23
From text: Initial teacher education (ITE) programmes are expected to prepare teachers who have the capacity to develop conceptually strong, responsive and inclusive teaching practices. The extent to which ITE programmes have been successful in this endeavour has been questioned both internationally (e.g. Lancaster & Auhl, 2013) and within the South African context (Council on Higher Education [CHE], 2010). In retrospect, it is not surprising that the review of initial teacher education (ITE) programmes conducted by the CHE between 2005 and 2007 found that the sector was experiencing tension between “the theoretical and conceptual rigour expected of a professional degree and the vocation-specific training of teachers” for classroom readiness (CHE, 2010: 103).