Development of a professional studies programme for Cape Town Teachers' College with particular emphasis on the problem of integrating aspects of theory and practice

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dc.contributor.advisorKrause, Miltonen_ZA
dc.contributor.authorMoorcroft, Sheilaen_ZA
dc.date.accessioned2016-03-09T09:07:05Z
dc.date.available2016-03-09T09:07:05Z
dc.date.issued1985en_ZA
dc.descriptionIncludes bibliographies.en_ZA
dc.description.abstractAt a time when existing social and educational structures are rightly open to question and debate, the White colleges cannot escape the same scrutiny and evaluation. Such criticism must address not only the morality of separate provision for student teachers of different races, but must also raise questions concerning the preservation of the undergraduate route to the teaching profession and the justification for the teacher education offered at institutions such as the Cape Town Teachers' College (hereafter referred to as the College). This dissertation outlines the steps by which an enquiry which began as a modest attempt to give greater coherence to the components of the teacher education course developed into a deeper search to reconcile educational theory, subject knowledge and professional skills in the Professional Studies programme. Although many necessary and well-received changes were effected, there was a growing consciousness of the eclectic and piecemeal nature of such innovations. While most lecturers were united in their rejection of Christian National Education (CNE) as an underlying philosophy, there was need for an agreed matrix or core of assumptions about the nature and purpose of educational enterprise to give conceptual coherence and meaningful structure to the College task. Such a perspective was required to provide this basis and yet to retain sufficient width to preserve the rich diversity of opinion and outlook which are themselves enriching to an institution.en_ZA
dc.identifier.apacitationMoorcroft, S. (1985). <i>Development of a professional studies programme for Cape Town Teachers' College with particular emphasis on the problem of integrating aspects of theory and practice</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/17604en_ZA
dc.identifier.chicagocitationMoorcroft, Sheila. <i>"Development of a professional studies programme for Cape Town Teachers' College with particular emphasis on the problem of integrating aspects of theory and practice."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1985. http://hdl.handle.net/11427/17604en_ZA
dc.identifier.citationMoorcroft, S. 1985. Development of a professional studies programme for Cape Town Teachers' College with particular emphasis on the problem of integrating aspects of theory and practice. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Moorcroft, Sheila AB - At a time when existing social and educational structures are rightly open to question and debate, the White colleges cannot escape the same scrutiny and evaluation. Such criticism must address not only the morality of separate provision for student teachers of different races, but must also raise questions concerning the preservation of the undergraduate route to the teaching profession and the justification for the teacher education offered at institutions such as the Cape Town Teachers' College (hereafter referred to as the College). This dissertation outlines the steps by which an enquiry which began as a modest attempt to give greater coherence to the components of the teacher education course developed into a deeper search to reconcile educational theory, subject knowledge and professional skills in the Professional Studies programme. Although many necessary and well-received changes were effected, there was a growing consciousness of the eclectic and piecemeal nature of such innovations. While most lecturers were united in their rejection of Christian National Education (CNE) as an underlying philosophy, there was need for an agreed matrix or core of assumptions about the nature and purpose of educational enterprise to give conceptual coherence and meaningful structure to the College task. Such a perspective was required to provide this basis and yet to retain sufficient width to preserve the rich diversity of opinion and outlook which are themselves enriching to an institution. DA - 1985 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1985 T1 - Development of a professional studies programme for Cape Town Teachers' College with particular emphasis on the problem of integrating aspects of theory and practice TI - Development of a professional studies programme for Cape Town Teachers' College with particular emphasis on the problem of integrating aspects of theory and practice UR - http://hdl.handle.net/11427/17604 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/17604
dc.identifier.vancouvercitationMoorcroft S. Development of a professional studies programme for Cape Town Teachers' College with particular emphasis on the problem of integrating aspects of theory and practice. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1985 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17604en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherTeachers' trainingen_ZA
dc.titleDevelopment of a professional studies programme for Cape Town Teachers' College with particular emphasis on the problem of integrating aspects of theory and practiceen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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