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close this bookFace-to-face Initial Teacher Education Degree Programme at the University of Durban-Westville, South Africa (CIE, 2002, 57 p.)
View the document(introduction...)
View the documentMulti-Site Teacher Education Research Project (MUSTER)
View the documentList of Acronyms
View the documentAcknowledgements
View the documentAbstract
View the documentChapter 1: Introduction
View the documentChapter 2: Data Collection and Analysis
close this folderChapter 3: Context: The University of Durban-Westville
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View the document3.1 School of Educational Studies
View the document3.2 Students
View the document3.3 The Staff
close this folderChapter 4: The Teacher Education Curriculum
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View the document4.1 The structure of the Bachelor of Paedogogics degree
View the document4.2 Content/Disciplinary based-knowledge
View the document4.3 Educational Theory
View the document4.4 Subject Methods
View the document4.5 English Usage/Afrikaans Usage
View the document4.6 Teaching Practice
View the document4.7 Teaching, Learning and Assessment
close this folderChapter 5: The Experienced Curriculum
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View the document5.1 Course delivery
View the document5.2 Theory and Practice
View the document5.3 Content and Methodology
View the document5.4 Teaching Practice
View the document5.5 Overall rating
close this folderChapter 6: Conceptions of Being a Teacher
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View the document6.1 Models of Teaching and Learning
View the document6.2 Effectiveness of their training in the teacher education curriculum
View the document6.3 Aspirations and Expectations
View the documentChapter 7: The New Bachelor of Education (Undergraduate Degree)
View the documentChapter 8: Emerging Issues
View the documentChapter 9: Conclusion
View the documentReferences
close this folderAppendix
View the documentAppendix 1: The overall structure of the B. Paed Degree
View the documentAppendix 2: The Curriculum Structure of the new Bachelor of Education (undergraduate) (1998)
View the documentAppendix 3: Distribution of hours per module in the B. Ed (undergraduate) course

5.1 Course delivery

The student reported that they experienced a range of different group sizes during their teacher preparation course. 74% of the respondents indicated that the dominant form of groupings was in the form of lectures in groups larger than 60. This is a reflection on the number of plenary sessions in the Educational Theory courses, the English Usage course, and the "content" courses in the feeder faculties. 98% of the students also reported that tutorial groups sessions of smaller groups were evident often or very often. The questionnaire also reported that over 60% of the students valued demonstration lessons but that they rarely took place.