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From policy to practice : an evaluation of the Unisa National Professional Diploma in Education from the perspective of social critical theory

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dc.contributor.advisor Van Niekerk LJ, Prof en
dc.contributor.author Mays TJ en
dc.date.accessioned 2016-09-22T11:54:38Z
dc.date.available 2016-09-22T11:54:38Z
dc.date.created 2003 en
dc.date.submitted 2005 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/142164
dc.description.abstract The National Professional Diploma in Education is an in-service programme for classroom-based educators who have less than three years of professional training. The programme seeks to create a pathway to quaUfied teacher status in ways that will impact positively on classroom practice, prepare teacher-learners for the implementation of the new curriculum and provide a sufficiently rigorous foundation for further study. This evaluation adopted a fourth generation evaluation approach characterised by extensive engagement with programme stakeholders. Chapter 2 outlines an epistemological and philosophical framework of reference whilst Chapters 3 and 4 explore learning and teaching strategies and management and costing issues. The findings of these investigations lead to the recommendations made in Chapter 5. It is felt that the Unisa NPDE meets many of the goals of the programme, but further research is needed into the impact on classroom practice and into the management of the decentralised learner support. en
dc.language English en
dc.subject Education en
dc.subject Tertiary education (general) en
dc.title From policy to practice : an evaluation of the Unisa National Professional Diploma in Education from the perspective of social critical theory en
dc.type Masters degree en
dc.description.degree MEd en


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