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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
Open this folder and view contentsChapter 3: Context: The University of Durban-Westville
Open this folder and view contentsChapter 4: The Teacher Education Curriculum
Open this folder and view contentsChapter 5: The Experienced Curriculum
Open this folder and view contentsChapter 6: Conceptions of Being a Teacher
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
Open this folder and view contentsAppendix

Chapter 2: Data Collection and Analysis

This chapter attempts to present its case based on data collected during a three year period from 1998-2000 during which the policy terrain of teacher education was undergoing several transformations (see Parker 2002 for an analysis of the policy trajectory of teacher education reform). The School of Educational Studies during this period was involved in an extensive review of its offerings across undergraduate and postgraduate programmes. During this process one of the authors of this chapter was tasked with the responsibility of managing the process of redesigning the curriculum offerings. This report draws on the range of texts that were produced as staff engaged with re-designing their courses: the changing university calendar which constitutes the official curriculum; the working documents produced during the internal review committees within the Faculty of Education (1998-1999); the curriculum documents submitted to the university curriculum review committee (1999); the formal submission to the South Africa Qualifications Authority for registration of the curriculum programmes within the School (June 1999); an analysis of the university student records during this period; a survey questionnaire administered to final year students within the then Faculty of Education (October 1999); interviews with first year students entering the PRESET courses; interviews conducted with graduating students (June 2000). Data regarding the staffing of the School was collected through a survey questionnaire (August 1999). The chapter also draws on the research formally conducted by a range of students and staff as part of their postgraduate degrees, critically reflecting on the quality of the UDW teacher education programmes. These include Ramrathan (1998), Pillay G.(1998), Keogh (1998), Pillay S. (1998), Samuel (1998), Paras (2000) and Vithal (2000).