Advancing professional teaching in South Africa: Lessons learnt from policy frameworks that have regulated teachers' work.

Simple item page
dc.article.end-page25en_ZA
dc.article.start-page1en_ZA
dc.contributor.authorRusznyak, L.
dc.contributor.authorKimathi, F.
dc.date.accessioned2021-10-19T12:21:21Z
dc.date.available2021-10-19T12:21:21Z
dc.date.issued2018
dc.description.abstractTeaching and teacher education in South Africa have emerged from a highly fragmented past. Teachers from diverse backgrounds, experiences and qualifications find themselves working together in schools where they do not necessarily have access to a common language of practice, nor a shared understanding of professional teaching practices. To address these challenges, the South African Council of Educators (SACE) has developed a set of professional teaching standards for use in the South African context. This is not the first time a policy framework has tried to articulate and direct teachers’ work. This paper analyses four other frameworks that have been used to regulate, monitor and evaluate the work of South African teachers over the past two decades. These other frameworks are The Roles of the Educator and Their Associated Competences, the SACE Code of Professional Ethics, the Integrated Quality Management System (IQMS) and the Basic Competences of a Beginner Teacher. Our analysis shows how these frameworks present teaching in ways that constrain teacher professionalism in some ways. They address some aspects of professional teaching while ignoring others. In particular, none of them adequately acknowledge the relations between knowledge, skills, judgement and the ethical orientations that underpin professional teaching. The ways in which previous frameworks have constrained teacher professionalism has important implications for SACE if its set of professional teaching standards is to more successfully enhance teacher professionalism in the South African context.en_ZA
dc.description.librarianMS2021en_ZA
dc.facultyFaculty of Humanitiesen_ZA
dc.identifier.citationRusznyak, L., & Kimathi, F. (2018). Advancing professional teaching in South Africa: Lessons learnt from policy frameworks that have regulated teachers' work. Education as Change, 22(3), 1-25.en_ZA
dc.identifier.issn1947-9417
dc.identifier.urihttps://hdl.handle.net/10539/31740
dc.journal.issue3en_ZA
dc.journal.linkhttps://doi.org/10.25159/1947-9417/4042en_ZA
dc.journal.titleEducation as Changeen_ZA
dc.journal.volume22en_ZA
dc.language.isoenen_ZA
dc.publisheren_ZA
dc.rights© The Author(s) 2018en_ZA
dc.schoolWits School of Educationen_ZA
dc.titleAdvancing professional teaching in South Africa: Lessons learnt from policy frameworks that have regulated teachers' work.en_ZA
dc.typeArticleen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Kimathi, F. & Rusznyak, L. (2018). Advancing professional teaching in South Africa Lessons learnt from policy frameworks that have regulated teachers' work. Educat.pdf
Size:
380.76 KB
Format:
Adobe Portable Document Format
Description:
Main article
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Research Outputs (Education)
Academic Wits Research Outputs (All submissions)