 | South African College for Open Learning: A Model of an Inservice Distance Education Programme for Initial Teacher Education (CIE, 2002, 37 p.) |
 |  | (introduction...) |
| | Multi-Site Teacher Education Research Project (MUSTER) |
| | List of Acronyms |
| | Abstract |
| | 1. Introduction |
| | 2. Overview of Development of Teacher Education at SACOL |
| | 3. Context in which the data was collected |
| | 4. Data Collection and Analysis |
|  | 5. Overview of the College |
| | (introduction...) |
| | 5.1 Students |
| | 5.2 Staff |
| | 5.3 Infrastructure, organisation and support services |
| | 6. The Initial Teacher Education Curriculum and its Evaluation |
| | 6.1 Qualification Structure |
| | 6.2 Delivery of the curriculum |
| | 6.3 Teaching Practice |
| | 6.4 Evaluation of the SACOL programme by the Certificate and Diploma Students |
| | 7. Students' Aspirations, Expectations and Preparedness |
| | 8. Costs of the SACOL Programmes |
| | 9. Key Issues from the SACOL Case Study |
| | 10. Concluding Remarks |
| | References |
| | Appendix One: Student registration at SACOL for 1999 and 2000 |
| | Appendix Two: Results for certificate courses |
| | Appendix Three: Results for diploma courses |
| | Appendix Four: Higher Diploma in Education |
| | Appendix Five: Further Diploma In Education |
| | Appendix Six: Categorisation of academic staff into faculties and departments |
| | Appendix Seven: Buildings and infrastructure at each campus |
| | Appendix Eight: Diploma In Education: Structure (10 Cotep Credit - 360 Saqa) |
6.3 Teaching Practice
Teaching practice was part of the certificate and diploma courses at the Umlazi College of Further Education. In the first year of the course the principal of the school was asked to complete a form assessing teaching practice. In the second year there was micro-teaching in front of others who are registered for the course, and the peer group assessed the student on practice teaching. Involving the principal in assessment of teaching practice was organised so that there was a mechanism to get the principals' support for the students' studies.
In the SACOL curriculum there hasn't been a discussion as yet of how to incorporate teaching practice into the curriculum. The lack of a teaching practice component in the curriculum is of concern for two reasons. Firstly, as indicated by the biography of the students on these courses, many had come into teaching from high school. It is highly probable that they have not observed or experienced good teaching practice. There does not seem to be a mechanism for critical comment and guidance on how to teach. Secondly the lack of a teaching practice component means that there is no mechanism for college lecturers to visit classrooms. This could place the lecturers at a distance from the school and classrooms.
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