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dc.contributor.authorPotgieter, Ferdinand Jacobus
dc.contributor.authorVan der Walt, Johannes Lodewicus
dc.contributor.authorWolhuter, Charste Coetzee (Charl)
dc.contributor.authorHiggs, Philip
dc.contributor.authorHiggs, L.G. (Leonie)
dc.contributor.authorNtshoe, I.M. (Isaac)
dc.date.accessioned2012-10-29T06:42:31Z
dc.date.available2012-10-29T06:42:31Z
dc.date.issued2010
dc.identifier.citationVan der Walt, J.L. et al. 2010. Teachers educators in South Africa: something amiss with their academic performance? Journal of education, 50:197-222.[ http://joe.ukzn.ac.za]en_US
dc.identifier.issn0259-479X
dc.identifier.urihttp://hdl.handle.net/10394/7657
dc.description.abstractAccording to some observers, academics responsible for teacher education in South Africa and elsewhere traditionally have not enjoyed great esteem as academics from their colleagues in other disciplines and university structures. This is not only because of the nature of their subject, but also because they prepare students for one of the less esteemed professions, namely school teachers. Data from the South African part of the 22 country survey known as the Changing Academic Profession Research Project (CAP)(2007/8) confirm that their academic performance was not quite as high as that of their peers in other academic fields. The CAP data further suggest that their lower academic performance, operationally defined as research publication output, might among others be related to them feeling less in control of their professional environment than their peers in other disciplines, especially at departmental level. The discussion also reveals several shortcomings in the CAP survey and the data it provides.en_US
dc.language.isoenen_US
dc.publisherUniversity of KwaZulu Natalen_US
dc.titleTeachers educators in South Africa: something amiss with their academic performance?en_US
dc.typeArticleen_US


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