| Autor: |
M. J. Maluleke, W.J. Gudlhuza, E.K. Klu, L.M.P. Mulaudzi, Nande C. K. Neeta, R.M. Makhwathana |
| Rok vydání: |
2014 |
| Předmět: |
|
| Zdroj: |
International Journal of Educational Sciences. 6:255-262 |
| ISSN: |
0975-1122 |
| DOI: |
10.1080/09751122.2014.11890137 |
| Popis: |
Regarding teaching as a profession is a debatable topic with some views acknowledging teaching as such and others arguing that it should be regarded as a semi-profession. Despite this debate, teaching remains the fountain and the foundation for all other professions. Its value and importance for human capital development which is the bedrock for national development can never be overemphasized. In spite of its importance, teaching has lost some of its former prestige and status. For instance, in South Africa, the South African Council for Educators (SACE) was established in 1996 to promote and uphold teachers' professional development, but teachers themselves do not seem to apprecia te and understand teaching a s a profession. The literatu re abounds with information that illustrate that their subject knowledge still leaves much to be desired and a true professional should be a master of his/her craft. Besides, the conduct of most teachers has also been questioned by the public. This paper looks at some of the ways in which teachers can be developed. The researchers argue for teacher development according to a model of professionalisation. This model seeks to encompass all avenues through which teachers' knowledge and development can be improved. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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