Teacher Preparation in South Africa: History, Policy and Future Directions (Emerald Studies in Teacher Preparation in National and Global Contexts)

The book will focus on the emergence of a racially-divided system of teacher preparation and its dismantling post-apartheid. It will explore the policies and politics of discrepant pathways to teacher preparation within the context of international and comparative trends. Front Cover TEACHER PREPARATION IN SOUTH AFRICA: History, Policy and Future Directions Contents List of Tables Abbreviations Acknowledgements Introduction College and University Teacher Preparation Literature and Sources A Relational Understanding of an Entangled and Unequal System Structure of the Book Part One Chapter 1 Early Forms of Teacher Preparation at the Cape Cape Economy, Society and Education during the Seventeenth and Eighteenth Centuries: Dominance of the Church Changing Relations at the Cape at the End of the Eighteenth Century up to 1834: Implications for EducationConclusion Chapter 2 Teacher Preparation in Nineteenth-century South Africa: Colonial Dimensions Economy and Society Shaping Educational Developments during the Nineteenth Century The Pupil-teacher and Normal College Systems The Pupil-teacher System in South Africa Cape Colony Schooling and Teaching Origins of the Pupil-teacher System in the Cape Tiered Teacher Certificates Training in Colleges and Higher Education Institutions Natal Schooling and Teaching Pupil-teacher System and Model SchoolsMission Schools, Industrial Education and the Pupil-teacher System Afrikaner Republics Orange Free State Zuid Afrikaansche Republiek Mission Schools in the OFS and ZAR Conclusion Chapter 3 Industrialisation, War and the Rise of the Training Institute, 1890-1910 Provision of Teachers in the Cape Colony, 1890-1910 Provision of Teachers in Natal, 1890-1910 Provision of Teachers in the Transvaal and Orange River Colony, 1890-1910 Conclusion Part Two Chapter 4 Union, Segregation and the Decline of the Pupil-teacher System, 1910-1920 Teachers' AssociationsThe Cape Province Transvaal, Orange Free State and Natal Universities Conclusion Chapter 5 Consolidating Segregation: Regulating Access, 1920-1939 Unequal Financing Institutional Provision An Expanding College System: Urban for Whites, Rural for Africans Over-production of White and Under-production of Black Teachers Tensions Regulating and Controlling Entry to the Teaching Profession through Certification Preparing a Restricted, Second-class Black Elite Relationships with Universities Quality Impacted by University-links for White but Not Black Colleges and Entry RequirementsConflict between Colleges and Universities Continuity and Change in Feminisation of White but Not Black Teaching Graduates Conclusion Chapter 6 Consolidating Segregation: Curriculum and Pedagogy Introduction Teachers as Professionals and Community Change Agents Curricula in Theory and Practice: Comparing Curricula across Mission and State Schools Lower Primary Teachers' Certificates Higher Primary Teachers' Certificates Conclusion Part Three South Africa's transition to democracy has seen massive changes in the field of teacher education aimed at integrating its previously raced and gendered character. This book provides a comprehensive historical overview and relational understanding of the patterns of teacher preparation supporting South Africa's unequal formal education system. It shows how emerging patterns, policies and pedagogies were deeply entangled with the country's position within a broader international and colonial order as well as with dominant national political and economic social frameworks. Using rich archival and oral evidence, this book illuminates how successive policies restricted and enabled access to different institutions, while differentiated curricula prepared teachers to teach students intended to play different roles in a society marked by class, race and gender division. It explores the location and control of teacher provision for black and white teachers provided by mission societies and the state in colleges and universities. Post-apartheid governments sought to reverse entrenched racial legacies in education through closure of the colleges and incorporation of teacher preparation into universities, altered admission criteria and new curricula. These have resulted in new tensions which have arisen in relation to a world of competing pressures on universities and teachers. By shedding new light on these tensions from a historical perspective, this book will prove an invaluable resource for education leaders and researchers in the field of global and comparative education.