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A retraining program for language teaching in the outcomes-based paradigm

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dc.contributor.advisor Henning E, Prof en
dc.contributor.author Klu EK en
dc.date.accessioned 2016-09-22T09:56:29Z
dc.date.available 2016-09-22T09:56:29Z
dc.date.created 1997 en
dc.date.submitted 1998 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/67000
dc.description.abstract With the implementation of a new curriculum - Curriculum 2005 - in the South African school system, teachers have to be re-trained. This is not just to acquaint them with the new curriculum but also to develop them so that they can justify their calling as professional teachers. Thus at the end of such a re-training programme, teachers should be able to adapt their teaching methods to the dictates of the new curriculum. The language teacher in particular is faced with a mammoth task considering the fact that South Africa now has 11 official languages. The language teacher needs to undergo an intensive re-training in second-language teaching techniques. Added to this is the multilingual nature of the classroom in which the teachers ply their trade. This study looks at Curriculum 2005 and its origins. Attention is then focused on teacher training especially in-service teacher education (INSET) and how teachers gain (new) knowledge and thus develop professionally. The overall aim of the study is therefore to see how ready teachers are to adjust to Curriculum 2005 and also to examine INSET in detail so as to come out with suitable suggestions on how the re-training programme should be carried out. The study ends with recommendations on steps to be taken to effectively train teachers without causing any disruption in the school system or lowering the standard of education. en
dc.language English en
dc.subject Education en
dc.subject Teacher education and training en
dc.title A retraining program for language teaching in the outcomes-based paradigm en
dc.type Masters degree en
dc.description.degree MEd en


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