Abstract
M.Ed.
The general aim of this study is an investigation of critical
pedagogy as an aspect of reflective teaching and its implications
for the management of teacher competence. Teacher competence embraces commitment to professional values,
continuous professional learning, affective awareness, effective
communication, effective grasp of a wide range of professional
knowledge and intellectual flexibility by the teacher (Winter,
1995:73).
In order to realise the general aim, the following specific aims
were set for the study:
- To analyse and describe the extent to which teachers teach
students to become critical learners.
- To determine the role teachers play in critically
examining any educational reforms before accepting or
rejecting them.
- To determine the extent to which teachers resist
methodologies forced upon them before having had the
opportunity to review such methods.