1. Introduction
The purpose of the Multi-site Teacher Education Research
(MUSTER) project in South Africa is to explore and analyse teacher education in
the country. In South Africa, up to the year 2000, there are different pathways
for training to become a teacher. One such pathway is to attend a college of
education that offers face-to-face instruction in a degree programme in
affiliation with a university.
Edgewood College of Education is located on the outskirts of
Durban. This formerly White college opened in 1966. Edgewood is designated a
pre-service institution and offers teacher education in three and four-year
programmes in a face-to-face mode. At present the college offers four-year
primary and secondary degrees and three-year secondary and junior primary
diplomas. There is an affiliation relationship between Edgewood College
of Education and the University of Natal (Durban). The University of Natal
(Durban) awards the degree and secondary diploma. Edgewood College of Education
(KwaZulu Department of Education) awards the Junior Primary Education.
This chapter explores one of the major pathways (i.e. of
face-to-face training in a 4-year programme) to becoming a teacher. It does so
through an illustrative case study at Edgewood College of Education. This case
study is organised in seven sections. Firstly, it is necessary to briefly
discuss the context in which the colleges operated and the recent developments
that have affected their status, curriculum and student intakes. Secondly the
study will provide an analytical description of the students, staff,
infrastructure and resources, and governance and management structures. Thirdly
the study will describe the teacher education programme and how it is organised,
and collate the students and teacher educators' expectations, experiences,
perceptions and evaluation of the teacher education programme. Fourthly the
study will describe and collate the expectations, experiences, perceptions and
evaluation of teaching practice at the college. Fifthly, the aspirations,
expectations and preparedness of students will be presented. Sixthly there will
be a discussion of costs of the teacher education programme and seventhly there
will be a discussion of the key issues emerging from the study.
One of the reasons why Edgewood College of Education was chosen
for the case study to illustrate the pathway of face-to-face training is that as
an ex-White college it is an example of a well-resourced college. The college
has been functioning, with a full complement of staff, regularly and with
relatively little disruption and closure. It should provide an indication of
good practice in the college of education system. Further the college has
responded to and experienced various national policy and curriculum changes and
in 2000 it has implemented a Norms and Standards for Educators (NSE) curriculum
with the first year students. This college thus provides a good laboratory to
study the issues related to offering pre-service in a face-to-face mode.
Teacher education in South Africa and the colleges of education
are in a state of transition. This case study must be read against the backdrop
of the changing nature of the college environment. The key issues emerging from
this case study could be useful, as one looks forward to the incorporation of
the teacher education programmes into the
universities.
