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The role of philosophy of education in teacher education in South Africa

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dc.contributor.advisor Luthuli, P.C.
dc.contributor.author Mkabela, Nokulunga Queeneth
dc.date.accessioned 2011-05-26T08:26:53Z
dc.date.available 2011-05-26T08:26:53Z
dc.date.issued 1997
dc.identifier.uri http://hdl.handle.net/10530/568
dc.description Submitted to the Faculty of Education in fulfillment or partial fulfillment of the requirement for the degree of Doctor of Education In the Department of Philosophy of Education at the University of Zululand, 1997. en_US
dc.description.abstract This study has taken shape over a period of years during which the South African education system has been influenced by radical political changes. The changes have, consequently, catalysed transformation of the lives and thought patterns of South Africans. These changes, therefore, assign to philosophy of education a dramatic and significant role in the process of social transformation as philosophy of education ought to be a guide to educational practice. This thesis centred on one broad objective, i.e. to establish the role of philosophy of education in teacher education in South Africa as there has been controversy surrounding its role in apartheid South Africa. Chapter two covers the review of literature on the nature and role of philosophy of education. Firstly, the disputes of philosophy of education are analysed. Secondly, the history of philosophy of education is discussed so as to put the study in historical perspective. Thirdly, some approaches, which give a muitifaceted nature of philosophy of education as a field of study, are analysed. Chapter three reviews philosophy of education in selected countries so that the study can be viewed in relation to international trends-Questionnaire survey, as well as informal interviews were used in this study which enabled the researcher to gain deeper understanding of and insight into the problem under investigation. Findings revealed that: (i) Philosophy of education is still fragmented, i.e., there is no co-ordination among various philosophy of education departments. (ii) Universities have oriented their philosophy of education curricula to serve the national aspirations of South Africa. However, in some universities significant sections of the 'old' philosophy of education curricula remained unchanged. (iii) Philosophy of education is not truly multicentric in nature (with the exception of one university) as African philosophy is not included in the philosophy of education curricula. (iv) The piace of philosophy of education is still secured in all universities. The above findings emphasise the need for philosophy of education departments to review their philosophies of education curricula and the way they operate. The following are the two most significant recommendations. 1. Philosophy of education departments need to collaborate with one another because of the importance of the course in teacher education. 2. African philosophy need to be a component of philosophy of education curricula in order to introduce an African perspective in this course. en_US
dc.language.iso en en_US
dc.subject Teachers--Training of--South Africa. en_US
dc.subject Philosophy of education. en_US
dc.subject Teacher education--South Africa en_US
dc.title The role of philosophy of education in teacher education in South Africa en_US
dc.type Thesis en_US


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