A Freirean perspective on South African teacher education policy development

This paper explores the impact of significant OECD documents on the development of Irish education policy, specifically teacher education policy, over the last half century. While other commentators have argued that Irish education has been predominantly influenced by policy developments in the UK, US or Europe, this paper identifies the OECD as a significant trigger for domestic policy reform and discusses key reports/publications that have influenced both ideological and structural reforms of Irish education. Long before the growth of evidence-based reform or the emergence of a global education policy field, Irish policy makers invited the newly formed OECD to review Ireland’s provision of education; this review generated base-line data and highlighted both the inequity of Irish education as well as its inadequacy in providing for the future needs of the Irish economy. Thus began a long-term relationshipwith the OECD, which has served to prompt and guide policy revision and reform at critical decision points over five decades. While engagement with the OECD cannot simply explain changes in Irish education, it does, however, provide a valuable perspective on domestic policy making.

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Freirean hope as educational construct for teacher education in South Africa

Revista Docência do Ensino Superior ◽

10.35699/2237-5864.2021.34929 ◽

2021 ◽

Vol 11 ◽

pp. 1-16

Author(s):

Beryl Verna Botman

Keyword(s):

South Africa ◽

Teacher Education ◽

Education Policy ◽

South African ◽

Development Policy ◽

Philosophy Of Education ◽

Teacher Education Policy ◽

Minimum Requirements ◽

Pedagogy Of Hope ◽

Education And Development

This article argues that South African teacher education and development policy lack an explicit philosophy of education and corresponding pedagogy that promote transformation and equality. After an analysis of some works by Paulo Freire, it is argued that it is in a Freirean philosophy of education and in a pedagogy of hope that the praxis of teacher education establishes the notion of teachers as unfinished beings and agents of hope. This article offers an opportunity to imagine what Freire’s Pedagogy of hope (FREIRE, 1994) could contribute to the dialogue regarding the policy, gazetted in 2011 and revised in 2015, on the minimum requirements for teacher education qualifications in South Africa. The fundamental role that teacher education institutions can play in contributing to the transformation of education is defended, particularly if the philosophy of Freirean education and a pedagogy of hope are compromised. The article concludes with an attempt at re-orientation of teacher education policy.

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The Value of an Internship Program for Beginning Teachers

Educational Evaluation and Policy Analysis ◽

10.3102/01623737016002205 ◽

1994 ◽

Vol 16 (2) ◽

pp. 205-221 ◽

Cited By ~ 8

Author(s):

Edward A. Holdaway ◽

Neil A. Johnson ◽

Eugene W. Ratsoy ◽

David Friesen

Keyword(s):

Teacher Education ◽

Education Policy ◽

Beginning Teachers ◽

Policy Development ◽

Central Element ◽

Teacher Education Policy ◽

School Based ◽

The World ◽

Teaching Learning ◽

Nature Of Teaching

Teacher education policy around the world is being challenged and changed, and the nature of teaching, learning, and learning to teach is being reassessed. A central element of the reforms is a focus on school-based preparation, including the use of internships. This article reports evaluation findings from a comprehensive internship program in Alberta, Canada, as a basis for assessing the value of internships for beginning teachers. Findings from nearly 6,000 respondents focus on the value of internships, supervision of interns, and policy development. The utility of various internship activities, such as skill development and formative reflection, is assessed. On the basis of these findings, recommendations for policy development are presented and potential impediments discussed.

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