Emerging Models of Teacher Training: The Case of South Africa

摘要

Since the transition to democracy in 1994, South African education has witnessed remarkable changes. Teacher training, like all other elements of the national education system, is part of an evolving post-apartheid educational landscape. This paper describes important forces of change that have helped to shape the education landscape and it explores the significance of these on teacher training. The complexity of change, as a process that is frequently unpredictable and contradictory, is illuminated. The writer contends that change is fraught with uncertainties and challenges, yet vibrant, dynamic and full of opportunities. For the goals of transformation to be achieved, the thrust of teacher training must be towards enhanced professional status and responsibility. Central to this is the development of critically reflexive practitioners who have the capacity and the will to act as agents of change in a period of transformation.