Title page for ETD etd-07092008-104741

Document Type Doctoral Thesis
Author Papier, Joy Cecilia
Email jpapier@uwc.ac.za
URN etd-07092008-104741
Document Title How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass
Degree PhD (Education Policy Studies)
Department Education Management and Policy Studies
Advisor Name Title
Prof J D Jansen Supervisor
  • dominant pedagogies
  • pedagogical knowledge
  • knowledge requirements
  • knowledge base
  • policy directives
  • mediating contexts
  • norms and standards
  • teaching and learning regimes
  • components of TLRs
  • institutional histories and traditions
Date 2007-04-26
Availability unrestricted
This study examines how university academics understand and enact knowledge requirements embedded in official teacher education policies. The research probes faculty understandings of what constitutes ‘relevant and appropriate pedagogies’ in teacher education curricula, and the basis of such knowledge selections in the absence of a stable ‘knowledge base’ of teacher education.

In teacher education, new national norms and standards are intended to guide curriculum processes in new programmes. However, policies remain open to wide interpretation and assume common understandings among the teacher education community with regard to knowledge, practices and values.

This study, conducted in three university-based Faculties of Education, analyses the curriculum motivations, processes and practices of education academics, in an attempt to understand and explain their responses to policy requirements. The conceptual framework of Paul Trowler is employed to examine the Teaching and Learning Regimes (TLRs) at work in academic contexts. By lifting out the discursive repertoires, identities in interaction, tacit assumptions, connotative codes, implicit theories of teaching and learning, power relations, rules of appropriateness and recurrent practices among faculty members, this research demonstrates how knowledge is mediated in and through institutional contexts.

Three parallel Faculty portraits elucidate stark differences in approaches to curricula and in curriculum processes, a consequence of the lack of a stable knowledge base and the perceived vagueness of policy directives. Significantly, institutional histories and traditions feature prominently as ‘shapers’ of academic responses to change, factors that, the study argues, government policies have not taken into account.

© 2006 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.

Please cite as follows:

Papier, JC 2006, How faculties of education respond to new knowledge requirements embedded in teacher education policies – ‘Stepping through the looking-glass’, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-07092008-104741/ >


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