The development and transformation of disfranchised teachers

[摘要] This study deals principally with the development and transformation of teacherswho were disfranchised in the Republic of South Africa. As the creation of ademocratic, non-racial, united South Africa depends on the quality of the nation'seducation, the calibre of the teacher assumes a critical position. The purposeof this study is to establish whether the quality of education offered, providedfor the development and transformation of these teachers.A historical overview of the major legislation which impacted on the lives of thedisfranchised teacher is provided in order to give an understanding of theconditions which disfranchised teachers endured and how it affected theireducation in the segregated education departments. It emerges that educationfor the disfranchised was rigidly controlled by Central Government with the aimof preparing the disfranchised for perpetual subservience. Hence curricula forthe various racial groups were diverse, it stressed obedience, communal loyaltyand the rigid regimentation of teachers. Moreover none of these disfranchisedteachers have completed their schooling untouched by the wave of protests,boycotts and demonstrations to oppose the entire political, economic, social andeducational system which controlled their lives. In trying to accommodateprospective teachers who were unable to complete their schooling, curriculumsin Colleges of Education were adapted and have thus become loaded with theoryresulting in a skewed outcome at the expense of competency, efficiency,empowerment and the ability to bring about change in the classroom.The curriculums used after 1979 at Colleges of Education for the disfranchised,is outlined to ascertain if it indeed provided for the development andtransformation of these teachers. In addition a brief synopsis of teachereducation for the franchised is provided to determine the difference in provision.During the study, the key persons involved in teacher education (studentteachers, teachers and lecturers) were asked to comment on anticipatedshortcomings in their teacher education as well as difficulties they experienceddue to these shortcomings. The research focused on 6 schools which operatedunder the ex-disfranchised departments as well as lecturers from a College ofEducation in Kimberley.The research shows that student teachers, teachers and lecturers agree that thepractical aspect of teacher education needs more attention.On the basis of the research, certain changes in teacher education programmesfor teachers, is recommended.

[发布机构] University of the Free State