Abstract
The South African education system is frequently criticised for underperforming and failing to deliver on its intended goals. The country’s poor results in the Trends in International Mathematics and Science Study (TIMSS), a large-scale international assessment test that benchmarks a country’s students' achievements in mathematics and science internationally, are often cited to substantiate this assertion. Coupled with these low benchmarking results, there is the perception of poorly trained and functionally inept teachers (Staff Writer, 2016). It is, therefore, understandable that teacher education programmes come under scrutiny for not preparing student teachers sufficiently for the practicalities of the classroom, which are diverse and demanding (Gravett et al., 2011). However, the criticism levelled at teacher education programmes is not unique to the South African context. Internationally, teacher education programmes are also critiqued for their lack of transformation and their inability to meet the demands of the changing world...
Ph.D. (Education Leadership and Management)