From bureaucratic compliance to creating new knowledge: comparative patterns of curriculum change

SOURCE: Opportunities & challenges for teacher education curriculum in South Africa
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2009
TITLE AUTHOR(S): G.Kruss
SOURCE EDITOR(S): G.Kruss
KEYWORDS: CURRICULUM DEVELOPMENT, EDUCATION, TEACHER TRAINING, UNIVERSITIES
DEPARTMENT: Education and Skills Development (ESD)
Intranet: HSRC Library: shelf number 5579

Download this report

If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.

Abstract

In this chapter the author compares trajectories of curriculum development across the system, illustrating the complex intersection of dynamics operating at the macro-, meso- and microlevels. The conclusion is that over the past ten years, recurriculation of initial professional education of teachers (IPET) programmes has primarily taken the form of bureaucratic compliance, although there is evidence of an ability to create new knowledge. Analysis points to a set of controversies and directions that can promote the ability for more universities to "create new knowledge" to inform future development of the teacher education system.