|Primary Teacher Education in Action: A Peep into the TTC Classrooms at the National Teacher Training College, Lesotho (CIE, 2002, 42 p.)|
|Chapter 4: Discussion of the findings|
The curriculum of the DEP programme aims at providing Lesotho schools with well rounded and well-grounded teachers in the theory and practice of teaching, who will be able to tackle the challenges of a typical local classroom. The extent to which this noble goal will be met depends, by and large, on what takes place at NTTC in the process of teacher preparation.
The fundamental difference between the DEP programme and the programmes it has replaced is the constructivist and reflective discourse that permeates the DEP programme rationale and aims. But, as already indicated, the lecturers in their classes pursue the aims and objectives as provided in the course section of the curriculum document only. Because these are not derived from the programme rationale and goals, most of the lecturers observed do not pursue the personal and professional aims concurrently. Most of the observed lessons were devoid of professional education and the integration of methodologies.
Reflective practice is conspicuously absent from all the observed lessons for the simple reasons that it is not reflected in the course aims and objectives. This omission is regrettable and is indicative of an organization that would rather embrace what Stoll and Fink (1996:86) refer to as a sinking school culture instead of embracing change.