Browsing by Author "Alberts, Angelika Brigitte"

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    An investigation into the pre-service preparation of secondary teachers of English
    (Stellenbosch : Stellenbosch University, 1996) Alberts, Angelika Brigitte; Ridge, E.; Stellenbosch University. Faculty of Education. Department of Education Policy Studies.
    ENGLISH ABSTRACT: This study is an exploration into the pre-service preparation of secondary teachers of English. The investigation was prompted by three main factors that affect the teaching of English at secondary level. South Africa's new language policy and the role of English in the new democracy, far-reaching changes in the country's education policy, and the tendency worldwide for teachers not to be regarded as professionals in contemporary society. The literature review focused on past and present concecptions of language teaching, views of language, the learner, and language learning, views of knowledge and views of the teacher. The concepts teacher education and teacher training were investigated and their relative merits compared, and three models for language teacher education were discussed. In order to obtain first-hand information on the preparation of secondary teacher of English, questionnaires were sent out to two sets of respondents: all lecturers/tutors involved in such preparation at university faculties of education in South Africa, and excellent teachers of English in the Western Cape. It was assumed that the lecturers/tutors would know what was essential to this type of preparation, and that excellent secondary teachers of English would be professionals who would know what the teaching of English entailed and would be able to articulate what they viewed as essential to the pre-service course. The questionnaire provided for both restricted and unrestricted responses. Both the literature review and the findings of the survey strongly suggest that pre-service preparation of secondary teachers of English should be along the lines of teacher education rather than teacher training This implies that a process as well as a product orientated approach should be taken. Rather than merely providing students with a particular method, tools and skills which they apply unthinkingly in their classrooms, teachers should be educated to evaluate each individual teaching situation and to apply the methods and skills needed for that situation. This presupposes they have a sound knowledge of the theory and principles underlying different language teaching methods, an awareness of the different needs of their pupils, the confidence to alter teaching techniques when necessary, knowledge of themselves and their pupils, and that they be open to change.