Assessing the preparation, induction and professional development experiences of teacher educators in Botswana and South Africa: Recommendations for an andragogically based model.
| dc.contributor.author | Kasozi, Joseph Amooti | |
| dc.date.accessioned | 2026-02-16T14:08:44Z | |
| dc.date.available | 2026-02-16T14:08:44Z | |
| dc.date.issued | 2015-01 | |
| dc.description | Masters Thesis | |
| dc.description.abstract | Research evidence points to the fact that in most countries teacher educators enter the field of teacher education with little or no preparation (Abell, 1997;Ntoyi&Lefuka, 2001; Robinson & Macmillan, 2006; Snoek, Swennen and van der Klink, 2009). Yet, it is argued that the teacher is the single most important factor determining the achievement of learners and the quality of education (UNESCO, 2008; Snoek, Swennen and van der Klink, 2009; Smith, 2010). Sadly, however, most countries and teacher education institutions have paid little or no attention to the preparation, induction and professional development of those who train these teachers, that is, the teacher of the teachers or the teacher educators (Martinez, 2008; Santoro, Mayer, Mitchen, & White, 2009; European Commission, 2010; van Velzen, van der Klink, Swennen, Yaffe, 2010). This situation probably arises from the general belief that good school teachers are good teacher educators and therefore there is no need to worry about their preparation, induction and professional development. This is the basis upon which this research is premised. | |
| dc.identifier.citation | Kasozi,J.A.Assessing the preparation, induction and professional development experiences of teacher educators in Botswana and South Africa: Recommendations for an andragogically based model.Alice.University of Fort Hare. | |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/3738 | |
| dc.language.iso | en | |
| dc.publisher | University if Fort Hare | |
| dc.relation.ispartofseries | N/A | |
| dc.subject | SOCIAL SCIENCES::Social sciences::Education | |
| dc.title | Assessing the preparation, induction and professional development experiences of teacher educators in Botswana and South Africa: Recommendations for an andragogically based model. | |
| dc.type | Thesis |