The primary purpose of this study was the development of an in-service education model that was appropriate for occupational instructors in the community college and technical institute who did not participate in traditional teacher education programs. Secondary purposes of this study were: (1) to identify the roles that the teacher and the leader either perform or are expected to perform and (2) to identify the similar roles performed by the teacher and the leader.

A conceptual model for in-service education for community college and technical institute occupational instructors who have not participated in traditional teacher education programs

The bright future of education in South Africa, as in every developed and developing country such as the United States of America, United Kingdom, France and many others, depends greatly on grade 1 teachers' involvement in School-Based Curriculum Development (SBCD). The fallacy that grade 1 teachers can be operated effectively by remote control should be abandoned from the school curriculum. Success will always be elusive task if grade 1 teachers are excluded from curriculum decision-making, because their proximity to learners in the learning situation is a source of valuable information for curriculum developers, a source which is currently overlooked. This warrants a paradigm shift in teacher training programmes. A situation analysis in our democratic country necessitates problem-centred teacher training which will equip the future generation of teacher trainees and prospective grade 1 teachers with relevant professional skills, precipitated by our country. The bone of contention in this study revolves around the kind of teaching and learning problems experienced by grade 1 teachers involved in SBCD in the Northern Province. It is apparent from the thesis that grade 1 teachers' involvement in curriculum decisionmaking is limited to a certain extent because members of the top structure of curriculum planners are reluctant to quit their 'ivory towers' to perceive the real situation of the noble profession of teaching. A profound problem in South Africa in general and the Northern Province in particular is that there is a serious lack of consultation and negotiations with grade 1 teachers, and the implications thereof are detrimental to SBCD. The measure in which the grade 1 teachers are involved in participation and decisionmaking is a determinant of the success or failure of the innovation project. It is thus noteworthy to point out that the grade 1 teacher must be fully supported by his or her academic seniors, to become actively involved in curriculum activities. The overriding aim of this study, an exploratory investigation of the identified teaching and learning problems by grade 1 teachers in terms of SBCD in the Northern Province emanated from this need. It should also be pointed out that our world is characterised by

Grade 1 teachers' involvement in school-based curriculum development in the Northern Province

is that it contains so little discussion about the possible meaning and implications of the findings; only rarely is the reader permitted to see some of the questions that the findings raised in the minds of the researchers. Other versions of this material, indeed the exact text, have appeared elsewhere in print. It is unfortunate that in this volume the writers were not less cautious in their interpretations. It is al-

WITTROCK, M. C., and WILEY, DAVID E., EDITORS. The Evaluation of Instruction: Is sues and Problems. New York: Holt, Rine hart and Winston, 1970. 494 pp:

Teaching and learning policies in South African schools in the new democratic dispensation : a critical discourse analysis

ix CHAPTER I. PRESENTATION OF THE PROBLEM 1 Statement of the Problem 2 Purpose of the Study 2 Hypotheses 3 Limitations of the Study 5 Definition of Terms Used 5 Block Methods Students 5 On-Campus Methods Students 6 Classroom Management (Synonym: Class Management) 6 Instructional Methods (Synonym: Teaching Method) 6 II. REVIEW OF RELATED LITERATURE 7 Trends and Changing Views of Teacher Education 7 Performance-Based Teacher Education Programs 11 Current Models of Teacher Preparation Programs 13 Evaluation and Assessment of Teacher Education Programs and Product 16 Research in Teacher Education 18 III. PROCEDURES AND SOURCES OF DATA 21 The Instrument 21 Sources of Data—the Sample Groups .... 23 Selection and Independence of Groups . 23 Randomization 24 Homogeneity of Variance 24 Treatment of Sample Groups . 24 On-Campus Methods Program 25 Block Methods Program . 26 v

Robert S. Harnack

Papers

The teacher: decision maker and curriculum planner