Abstract
M.Ed.
This study is designed around the hypothesis that a modular
approach in teacher education, within an educationally sound
curriculum framework, could indicate an appropriate route
towards the possible implementation of several training
models. Teacher education for the pre-primary school phase,
as well as other differientiated training programmes, may be
accommodated within this flexible approach. Viewed together
with the implementation of a modular system is the implicit
need for centralised administrative machinery.
Associated fieldwork included the following:
* Three focused study visits abroad (1982 - 1989)
* A . literature search and survey of research projects
followed by a systematic s tudy of relevant publications,
documents relating to education policy issues
and selected legislation
* Close involvement with a local pre-primary teacher
training project
* Consultation along structured lines with academics,
educational experts and individuals engaged at policy
level.
The most significant findings were:
a) Both in the RSA and overseas teacher education
programmes are currently under review.
b) Teacher education models incorporating flexibility are
being developed. This element of flexibility introduces,
in addition to 'traditional admission requirements
attached to a specific course, exit points with a
carry-forward of credits already acquired.
c) A modular approach to teacher education programmes is
gaining favour rapidly within educational circles, and
also in the sphere of manpower planning.
Based on the findings,. several recommendations were made
with regard to a modular curriculum for teacher education
and more specifically with reference to the pre-primary
school phase in the RSA.