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How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass
Thesis (PhD (Education Policy Studies))--University of Pretoria, 2006.
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University of Pretoria
2013
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| _version_ | 1867613472307544064 |
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| access_status_str | Open Access |
| author2 | Jansen, Jonathan D. |
| author_browse | Jansen, Jonathan D. |
| author_facet | Jansen, Jonathan D. |
| collection | Thesis |
| dc_rights_str_mv | © 2006 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Education Policy Studies))--University of Pretoria, 2006. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/26151 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:36:41.285Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/26151 How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass Jansen, Jonathan D. jpapier@uwc.ac.za Papier, Joy C. Dominant pedagogies Pedagogical knowledge Knowledge requirements Knowledge base Policy directives Mediating contexts Norms and standards Teaching and learning regimes Components of tlrs Institutional histories and traditions UCTD Thesis (PhD (Education Policy Studies))--University of Pretoria, 2006. This study examines how university academics understand and enact knowledge requirements embedded in official teacher education policies. The research probes faculty understandings of what constitutes ‘relevant and appropriate pedagogies’ in teacher education curricula, and the basis of such knowledge selections in the absence of a stable ‘knowledge base’ of teacher education. In teacher education, new national norms and standards are intended to guide curriculum processes in new programmes. However, policies remain open to wide interpretation and assume common understandings among the teacher education community with regard to knowledge, practices and values. This study, conducted in three university-based Faculties of Education, analyses the curriculum motivations, processes and practices of education academics, in an attempt to understand and explain their responses to policy requirements. The conceptual framework of Paul Trowler is employed to examine the Teaching and Learning Regimes (TLRs) at work in academic contexts. By lifting out the discursive repertoires, identities in interaction, tacit assumptions, connotative codes, implicit theories of teaching and learning, power relations, rules of appropriateness and recurrent practices among faculty members, this research demonstrates how knowledge is mediated in and through institutional contexts. Three parallel Faculty portraits elucidate stark differences in approaches to curricula and in curriculum processes, a consequence of the lack of a stable knowledge base and the perceived vagueness of policy directives. Significantly, institutional histories and traditions feature prominently as ‘shapers’ of academic responses to change, factors that, the study argues, government policies have not taken into account. Education Management and Policy Studies unrestricted 2013-09-07T02:52:37Z 2008-07-16 2013-09-07T02:52:37Z 2007-04-26 2006 2008-07-09 Thesis Papier, JC 2006, How faculties of education respond to new knowledge requirements embedded in teacher education policies – ‘Stepping through the looking-glass’, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/26151 > D272/ag http://hdl.handle.net/2263/26151 http://upetd.up.ac.za/thesis/available/etd-07092008-104741/ © 2006 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Dominant pedagogies Pedagogical knowledge Knowledge requirements Knowledge base Policy directives Mediating contexts Norms and standards Teaching and learning regimes Components of tlrs Institutional histories and traditions UCTD How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass |
| title | How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass |
| title_full | How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass |
| title_fullStr | How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass |
| title_full_unstemmed | How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass |
| title_short | How faculties of education respond to new knowledge requirements embedded in teacher education policies : stepping through the looking-glass |
| title_sort | how faculties of education respond to new knowledge requirements embedded in teacher education policies stepping through the looking glass |
| topic | Dominant pedagogies Pedagogical knowledge Knowledge requirements Knowledge base Policy directives Mediating contexts Norms and standards Teaching and learning regimes Components of tlrs Institutional histories and traditions UCTD |
| url | http://hdl.handle.net/2263/26151 http://upetd.up.ac.za/thesis/available/etd-07092008-104741/ |