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close this bookSouth African College for Open Learning: A Model of an Inservice Distance Education Programme for Initial Teacher Education (CIE, 2002, 37 p.)
View the document(introduction...)
View the documentMulti-Site Teacher Education Research Project (MUSTER)
View the documentList of Acronyms
View the documentAbstract
View the document1. Introduction
View the document2. Overview of Development of Teacher Education at SACOL
View the document3. Context in which the data was collected
View the document4. Data Collection and Analysis
Open this folder and view contents5. Overview of the College
Open this folder and view contents6. The Initial Teacher Education Curriculum and its Evaluation
View the document7. Students' Aspirations, Expectations and Preparedness
View the document8. Costs of the SACOL Programmes
View the document9. Key Issues from the SACOL Case Study
View the document10. Concluding Remarks
View the documentReferences
View the documentAppendix One: Student registration at SACOL for 1999 and 2000
View the documentAppendix Two: Results for certificate courses
View the documentAppendix Three: Results for diploma courses
View the documentAppendix Four: Higher Diploma in Education
View the documentAppendix Five: Further Diploma In Education
View the documentAppendix Six: Categorisation of academic staff into faculties and departments
View the documentAppendix Seven: Buildings and infrastructure at each campus
View the documentAppendix Eight: Diploma In Education: Structure (10 Cotep Credit - 360 Saqa)

7. Students' Aspirations, Expectations and Preparedness

The students who were surveyed are registered for certificate and diploma courses. About 90% of the group indicated that they would study for another qualification when they have completed this qualification. This is understandable given that the requirements are that all teachers have at least an M+4 qualification. About a quarter of those surveyed indicated that they wanted to apply for promotion after their qualifications.

The aspiration of about 60% of students, in five years time, is to study for another qualification. About one-tenth of the students indicated that, in five years time, they wanted to find a job outside teaching. Analysis of the Likert items in the survey instrument indicate that about half the students really did not want to be in teaching. They indicated that they would rather get higher qualifications and do a different job than teaching; that most students study for a teaching qualification because they cannot be admitted to other programmes and that they knew many teachers who would prefer to do other jobs.

Between 60-70% of teachers indicated that they felt confident in the subject matter, subject methodology, preparing lessons, assessing pupils work, controlling the class, dealing with individuals needs, making teaching aids and teaching in English. Only 40% of the group indicated competence in Outcomes-based Education - this is a very low percentage considering that 54% of the group teach in the junior primary section and they have to teach an OBE curriculum.