Being a teacher: professional challenges and choices

Adendorff, Mike and Mason, Mark and Maropeng, Modiba and Faragher, Lynette and Kunene, Zandile (2002) Being a teacher: professional challenges and choices. SAIDE Teacher Education . South African Institute for Distance Education (SAIDE), Braamfontein, South Africa. ISBN 978-0-620-46795-7

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Abstract

Teachers are not just teachers. They are also people. In straddling issues of both professional and personal identity, this module comes to grips with the professional choices teachers are required to make, and do make, in developing the knowledge, skills and values of learners.
This module is suitable for both inducting novice teachers into the role of the teacher and for in-service programmes in which practising teachers could valuably compare their own experiences with this systematic overview of the role of a teacher and teaching as a profession. The contextual setting in South Africa is readily adaptable to other settings: the core issues are the same.

Statistics for this ePrint Item

Item Type:	Book (Commonwealth Reporting Category A)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	This work, a digital version of the SAIDE/Oxford publication of 2002, is released under the Creative Commons Attribution 3.0 licence.
Faculty/School / Institute/Centre:	Historic - Learning and Teaching Support Unit
Date Deposited:	03 Sep 2012 04:28
Last Modified:	03 Jul 2013 01:17
Uncontrolled Keywords:	beginning teachers; in-service teaching; professionalism; role of teachers; learning environments
Fields of Research :	16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators 22 Philosophy and Religious Studies > 2202 History and Philosophy of Specific Fields > 220202 History and Philosophy of Education
Socio-Economic Objective:	C Society > 93 Education and Training > 9399 Other Education and Training > 939902 Education and Training Theory and Methodology
URI:	http://eprints.usq.edu.au/id/eprint/21696

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