Session Information
10 SES 13 A, Developing New Epistemologies for Strengthening the Moral Bases of Academic Practices for Social Wellbeing
Symposium
Contribution
My present research focus is how to infuse self-reflection into teacher education programmes. A main purposes of higher education as stipulated in the White Paper (DoE, 1997:7) is ‘to contribute to the socialization of enlightened, responsible and constructively critical citizens’. Teacher education aims at producing these critical citizens who in turn will contribute to developing critical thinkers within school systems. Education in South Africa has been through much reform since the Apartheid system. The aim is to encourage potential teachers to question how they think and behave from the onset of their training and be continuously engaged in action enquiry in their classrooms. Self reflection through action enquiry begins in the first year of a four year degree and is embedded throughout. My institution has begun to implement a revised curriculum. Faculty of Education staff members are required, for the first time to ensure that their separate modules form part of a coherent whole. The design process has taken two years and it is only now that ‘gestalt’ is seen as having value. My presentation focuses on the need for all faculty engaged in teacher training to be aware of how they can influence future teachers’ enquiry mode of functioning.
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