Ensuring academic depth and rigour in teacher education through benchmarking, with special attention to context
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Date
2016
Authors
Steyn, H. J.
Van der Walt, J. L.
Wolhuter, C. C.
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
Benchmarking is one way of ensuring academic depth and rigour in
teacher education. After making a case for setting benchmarks in
teacher education based on the widely recognised intra-education
system contextual factors, the importance of also taking into
account the external (e.g. the national-social) context in which
teacher education occurs is highlighted. A five-step plan is offered
for ensuring academic depth and rigour in teacher education
through benchmarking. The process is illustrated with examples
from the South African situation. The article concludes with an
outline of the contextual conditions with which teacher educators in
South Africa have to cope.
Description
Keywords
Benchmarking, Education system, Best practice, National education context, Social education context, Teacher education, South African education
Citation
Steyn, H. J., Van der Walt, J. L., & Wolhuter, C. C. (2016). Ensuring academic depth and rigour in teacher education through benchmarking, with special attention to context. Perspectives in Education, 34(1), 27-39.