TRACER STUDY OF TEACHER EDUCATION GRADUATES
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
I hereby declare that this dissertation is my own previously for any degree in any University.
and has not been submitted
TITLE PAGE ABSTRACT ACKNOWLEDGEMENTS DECLARATION CONTENTS LIST OF TABLES APPENDICES BIBLIOGRAPHY
IV V VI VIII IX
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
CHAPTER 2 : liTERATURE REVIEW
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
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
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
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
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
A B C D Questionnaire FORM A Questionnaire FORM B Questionnaire FORM C Questionnaire FORM D
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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