An interesting, exciting, engaging and rewarding experience to attend
Educators need to stop playing victim and plan to teach in less favourable conditions
The development and investment in teachers shouldn’t be an option but completely necessaty
The University of Johannesburg has set up a school in Soweto to teach children and student teachers.
Inducting novice educators helps keep them in the profession and boosts learner outcomes.
More people are training to be teachers but getting them into classrooms is fraught with problems.
New proposals to train better maths teachers ignore many schools’ resource constraints.
They are the lifeblood of the education system, and supporting them will make all the difference.
Good mentoring and networking forums can be used to help newly qualified teachers to adjust, writes Barbara Dale-Jones.
The state’s teaching development grants to universities are being wholly rethought.
Despite policy, too few schools have formal mentoring programmes for staff.
Teacher education is getting better, but it will be a while before this becomes evident.
Don’t dismiss criticism of ‘maths myths’ – the ability to learn trumps good exam results.
South Africa must radically rethink how to upgrade and motivate in-service educators.
But only with far
better models of
school management and teacher support.
Varsities are rethinking how to produce clued-up professionals ready for the classroom.
In other countries the focus is on the teachers and their work ethic, not the delivery of textbooks.
When head teachers are given management skills they run their schools as though they are running businesses.
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/ 25 February 2011
Teachers trained at huge state expense could be lost to public education if the WCED does not find them teaching posts by Monday.
Varsity snobbery endangers the training of teachers for the foundation phase, writes <b>Michael Rice</b>.
Researchers take issue with the suggestion of new colleges of education for foundation-phase teachers.
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/ 12 November 2010
Children in the foundation phase need teachers who they get to know, who they can relate to and who can give them more than instruction.
The crisis of teaching in the early grades disadvantages the majority of children, argues <b>Michael Rice</b>.
What has happened to teacher training and development? <b>Alan Clarke</b> assesses the direction it has taken.