Title page for ETD etd-07212008-085057

Document Type Master's Dissertation
Author Molefe, Maseabata Rose-Mary
Email mrmolefe@gmail.com
URN etd-07212008-085057
Document Title Evaluation of a constructivist teacher education programme
Degree MEd (Curriculum and Instructional Design and Development)
Department Curriculum Studies
Advisor Name Title
Prof T de Kock Supervisor
  • teacher professionalism
  • curriculum design
  • educational change
  • constructivist learning principles
  • inquiry learning
  • teacher education
  • transformative learning
Date 2008-04-15
Availability restricted
The study addresses the issues and pursues arguments related to teachers’ competence in South Africa. The study presents a curriculum analysis of a Postgraduate Certificate in Education (PGCE) in the Faculty of Education at University of Pretoria, based on a constructivist learning principle. The research questions addressed were:

  • What are the theoretical principles underpinning the curriculum design of the PGCE programme?
  • How does the process of teaching and learning in the PGCE programme align to the constructivist principles?
  • How do the experiences displayed by the beginner educators indicate an alignment with the constructivist principles?

Using a critical theory’s propositions, the research approach was qualitative, designed as an evaluative case study. The evaluation process was facilitated through various forms of data collection strategies; document analysis, observations, informal conversational interviews and standardized open-ended interviews.

This study has substantiated and argued the interplay between theory and practice on the constructivist learning principles. The key principles to teacher education are; building of an individual practice theory through reflection and action research, monitoring and encouraging learning from experience, emphasising the importance of understanding ‘self’ if one wants to become a professional educator and the seriousness of establishing working partnerships in training teachers.

Because teacher education is a point of contention over competing issues and because there are several stakeholders involved, it all needs to be put together when conceptualizing teacher professionalism. Tracer studies on professional development of the beginner educators from this constructivist teacher education programme throughout the school practices and into the first year of teaching can be worthwhile to research.

© University of Pretoria 2007

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