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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.)
close this folderChapter 4: The Teacher Education Curriculum
View the document(introduction...)
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

4.7 Teaching, Learning and Assessment

As suggested above, the paradigmatic perspective of teacher professional development was not coherent across the faculty. The teaching/learning/assessment strategies therefore that each lecturer adopted would reflect their own particular bias into how knowledge is produced, reflected, integrated into students' understanding, demonstrated and represented. A range of possible strategies was evident in the curriculum:

· Direct face-to-face transmission in lectureship mode;
· Workshops;
· Individual self study assignments based on in-depth reading and reflection;
· Autobiographical writing on schooling;
· Tests and Assignments involving group and individual work;
· Field-based excursions, live-in weekends;
· Laboratory experimentation;
· Individual/Group curriculum research projects or media development courses;
· Computer literacy activities;
· Development of group visual displays/posters;
· Developing audio-visual material;
· Action research assignments and project reports;
· Writing up research reports based on mini-studies;
· Case study research with pupil learners.

Different lecturers emphasised different strategies for teaching, learning and assessment. The overall emphasis was to develop student teacher as researching professionals, researching their own personal experiences of teaching and learning, researching the school contexts within which they worked, attempting to enact change within their classroom contexts, reflection on their own growing professionalism.