Challenges of Teacher Development - an Investigation of Take up in South Africa

Abstract

The research can be described as a practice-based study of cases, with teachers' classroom practice as its focus. The study was framed by some of the following questions: What resources were available to teachers and how were they used?; what approaches did teachers take to learners and learning?; what were the language practices of teachers and learners in bilingual and multilingual classroom settings?the multiple teacher roles embedded in these questions, e.g. mediator, assessor and reflective practioner, are described in South Africa's current teacher education policy.