4.3 Teaching

The workload of lecturers is described in the account of all the courses which the eight respondents taught in 2000. What is most significant to this study is the fact that their involvement in the pre-service teacher education programme constituted only a small part of their overall work load. While this allows for cross-fertilisation across programmes and levels, it also means that there are no lecturers who are able to put their full energies into the development of the HDE. The following were the courses in which the respondents to the questionnaire were involved in 2000:

Undergraduate

Sociology of Education
Didactics
Philosophy of Education

Higher Diploma in Education

Method of English
Method of History
Method of Xhosa
Method of Afrikaans
Method of Guidance
Education Theory
Xhosa Communication
Afrikaans Communication

Further Diploma in Education

School management
School administration

Bachelor of Education (Honours)

Research in language education
Education and schooling
Education in South Africa
Orientations in language teaching
Metatheory
Curriculum innovation
Mentoring and teacher education
Current issues in education
Cognitive development
Lifeskills and Aids education

Masters

Discourse analysis
Language teaching and learning
Research approaches in language education
Education policy
Creativity in reading and writing
Proposal development
Leadership in education
Leadership and management theories
Research into curriculum
Theory and practice of educational change
Masters programme in teacher education for Eritrean students

As can be seen from the above list, the lecturers were involved in teaching a large number of diverse courses. Over and above their normal teaching, lecturers were also involved in research supervision. All eight respondents were supervising Masters students, with three having more than six students. Five also had between one and three Doctoral students.