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dc.contributor.authorSteyn, H.J.
dc.contributor.authorVan der Walt, J.L.
dc.contributor.authorWolhuter, C.C.
dc.date.accessioned2017-05-15T12:32:22Z
dc.date.available2017-05-15T12:32:22Z
dc.date.issued2016
dc.identifier.citationSteyn, H.J. et al. 2016. Ensuring academic depth and rigour in teacher education through benchmarking, with special attention to context. Perspectives In Education, 34(1):27-39. [http://hdl.handle.net/10520/EJC190460]
dc.identifier.issn0258-2236
dc.identifier.urihttp://hdl.handle.net/10394/24082
dc.identifier.urihttp://hdl.handle.net/10520/EJC190460
dc.description.abstractBenchmarking is one way of ensuring academic depth and rigour in teacher education. After making a case for setting benchmarks in teacher education based on the widely recognised intra-education system contextual factors, the importance of also taking into account the external (e.g. the national-social) context in which teacher education occurs is highlighted. A five-step plan is offered for ensuring academic depth and rigour in teacher education through benchmarking. The process is illustrated with examples from the South African situation. The article concludes with an outline of the contextual conditions with which teacher educators in South Africa have to cope.
dc.language.isoen
dc.publisherUniversity of the Free State
dc.subjectBenchmarking
dc.subjectBest practice
dc.subjectEducation system
dc.subjectNational education context
dc.subjectSocial education context
dc.subjectSouth African education and Teacher education
dc.titleEnsuring academic depth and rigour in teacher education through benchmarking, with special attention to context
dc.typeArticle
dc.contributor.researchID10058656 - Steyn, Hendrik Johannes
dc.contributor.researchID10055150 - Van Der Walt, Johannes Lodewicus
dc.contributor.researchID11819898 - Wolhuter, Charste Coetzee


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