Tracer Study

Topics: Education, School, Teacher Pages: 91 (19747 words) Published: August 26, 2013
TRACER STUDY OF TEACHER EDUCATION GRADUATES
BY

PREVANAND RAMRATHAN

A dissertation submitted in partial fulfillment of the requirements for the degree of

MASTER OF EDUCATION (TEACHER EDUCATION)

In the Faculty of Education University of Durban-Westville

Durban, South Africa, 1997

DECLARATION

I hereby declare that this dissertation is my own previously for any degree in any University.

wor~

and has not been submitted

~~ PRAMRATHAN

,

.

CONTENTS PAGE

TITLE PAGE ABSTRACT ACKNOWLEDGEMENTS DECLARATION CONTENTS LIST OF TABLES APPENDICES BIBLIOGRAPHY

I

n
IV V VI VIII IX

69

CHAPTER 1 : OVERVIEW OF THE STUDY - WHERE DO TEACHER EDUCATION GRADUATES GO? PAGE 1 2 3 4 5 6 6

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9

INTRODUCTION PURPOSE AND RATIONALE OF STUDY THE NATIONAL TEACHER EDUCATION AUDIT THE CONTEXT OF TIllS STUDY THE METHODOLOGY OF THE STUDY THE SIGNIFICANCE OF THIS STUDY OUTLINE OF DISSERTATION THE DELIMITATIONS OF THIS STUDY LlMITATIONS OF TIllS STUDY

7 8

CHAPTER 2 : liTERATURE REVIEW

2.1 2.2

INTRODUCTION THE TRANSFORMATION OF TEACHER EDUCATION IN SOUTH AFRICA 2.2.1 The establishment of COTEP 2.2.2 The National Teacher Education Audit 2.3 FOLLOW-UP STUDIES AS A MEANS OF FEED-BACK 2.4 SUPPLY AND DEMAND OF TEACHERS 2.5 JOB OPPORTUNITIES AND EXPERIENCES FOR TEACHERS 2.6 KEY CONCEPTS USED 2.7 CONCLUSION CHAPTER 3 : RESEARCH METHODOLOGY

9

10 11 13 15 17 21 24 28

3.1 3.2 3.3 3.4

INTRODUCTION RESEARCH PARADIGMS THE SURVEY RESEARCH PARADIGM LONGITUDINAL STUDIES

31 31 32 32

3.5 3.6 3.7 3.7. 1 3.7.2 3.7.3 3.7.4 3.8 3.9

THE USE OF TRACER STUDIES THE RESEARCH DESIGN OF THIS STUDY DATA COLLECTION PROCESS Introduction Questionnaire surveys Survey sample Concluding remarks PRESENTATION OF DATA METHODOLOGICAL LIMITATIONS

34 35 36 36 37 39 39 40 41

CBAPTER4:THEEMFLOYMENTSTATUSOFTEACHER EDUCATION GRADUATES 4.1 4.2 4.3 4.4 4.5 4.6 INTRODUCTION RESPONSE RATE TO SURVEYS SOCIAL GOALS - THE DOMINANT REASONS FOR PURSUING A CAREER IN TEACHING WHAT DO WE KNOW ABOUT GRADUATE EMPLOYMENT? FROM SPECIALISATIONTOWARDS A GENERALISED TEACHER EDUCATION CONCLUSION 42 43 45 48 55 61

CHAPTER 5 : IMPLICATIONS OF THE STUDY 5.1 . 5.2 5.3 5.4 5.5 5.6 INTRODUCTION IMPLICATIONS FOR LARGE-SCALE AUDITS IMPLICATIONS FOR TEACHER EDUCATION CURRICULA IMPLICATIONS FOR FURTHER RESEARCH IMPLICATIONS FOR CAREER COUNSELLING FOR PROSPECTIVE STUDENT TEACHERS CONCLUSION 62 62 65 65 67 67

UST OF TABLES TABLE
PAGE

4. 1 4.2 4.3 4.4 4.5 4.6 4.7

Response rate as at graduation (July 1996) ofthe Faculty of Education, UDiversity of Durban-Westville Mean responses to reasons for pursuing a teaching degree/diploma Work experience prior to commencement of study towards a teacher qualification Location of where the graduates attended school and resided before going to University Categories of employment of graduates within the various types of schools Percentage ofgraduates employed in the d~fined geographic re~ons

43 46 47 48 51 53

4.8 4.9

Cross-tabulation of the geograpi',ic location of where the graduates resided before commencement of studies and where they were employed as teachers Valid percentage of graduates teaching (and not teaching) their subject specialisation Analysis ofthe teachinng of the number of subjects specialised in within the different teacher education qualifications

55 58 60

LIST OF FIGURES FIGURES
PAGE

4.1 4.2 4.3

Pie chart of the Employment status of the teacher graduates Employment categories of graduates employed as teachers School phases in which graduates employed as teachers

49 50 53

APPENDICIES APPENDIX
A B C D Questionnaire FORM A Questionnaire FORM B Questionnaire FORM C Questionnaire FORM D

PAGE

76
77

82 83

ABSTRACT
In the years since the Bantu Education Act of 1954, and other race-based legislation which introduced apartheid education into South Afiican schools, it was widely believed that the majority of...

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