DSpace Repository

A preliminary examination of teacher development in farm schools through an illuminative evaluation of a teacher development course implemented by the 1820 Foundation Farm School Project

Show simple item record

dc.contributor.author Gale FJ en
dc.date.accessioned 2016-09-22T08:13:32Z
dc.date.available 2016-09-22T08:13:32Z
dc.date.submitted 1990 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/25571
dc.description.abstract The 1820 foundation inset farm school project is described in order to set the context in which this illuminative evaluation of a teacher development course took place. The concepts of training, education and development are discussed and it is suggested that the term "education" encompasses a training-development continuum. The design and implenentation of the teacher development course, which attempts to promote both personal and professional development, are presented, and the facilitator discusses her attempt to encourage teacher control of the course and the factors which mitigate against teacher control. The decision to use the illuminative evaluation method is placed in the context of interpretive research methodologies, and the methods of data collection are discussed. A wide range of data sources is used, but primary importance is attached to a questionnaire administered to the five teachers involved and a group interview and individual interviews with the teachers. Factors which emerge in the illumination of data indicate that teacher control of development courses in farm schools in the eastern Cape is problematic, that the teachers' preference is for professional development, and that development seems to take place through implementation of training strategies. This is a two-part study dealing with the curriculum, school leaving examinations and history as a school subject in England and South Africa. Part one is a developmental study. Developments in the curriculum of both countries since the Second World War are traced and discussed. Part two of this study compares the current situation in England and South Africa at both the macro (ie. Curriculum and School Leaving Examination Systems) and micro (ie. History as a subject in the curriculum) levels. In the conclusion two broad possibilities for curriculum reform in South Africa are considered: broad reform across the curriculum on the one hand and reforms in history on the other. en
dc.language English en
dc.subject Education en
dc.subject Teacher education and training en
dc.title A preliminary examination of teacher development in farm schools through an illuminative evaluation of a teacher development course implemented by the 1820 Foundation Farm School Project en
dc.type Masters degree en
dc.description.degree M Ed en


Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record