Teachers, Teacher Education, and Professional Development
Teacher Education Specific to Reading
There are two possible routes to qualify as a professional teacher in South Africa: a four year Bachelor of Education degree or a Postgraduate Certificate in Education (both are university qualifications). Bachelor’s degree programs require at least four years (eight academic semesters) of university study in either Foundation or Intermediate Phase teaching. The Postgraduate Certificate in Education, at either the primary or secondary level, is undertaken after obtaining a bachelor’s degree (three years) in science, arts, or commerce, provided the major is a recognized teaching subject.
Requirements for teacher education specific to reading include courses in classroom literacies, literacies in education, early literacy, literacy practices, and cross-curricula reading skills. In conjunction with the aforementioned courses, students also are required to take a language up to second year level, as well as another language at conversational competence level as prescribed by the revised policy on the Minimum Requirements for Teacher Education Qualifications. For example, a student who has Afrikaans as the home language and English as first additional language must then take an African language at the conversational level to meet the requirements of the degree.13 The revision of the policy was due to the restructuring of the National Qualifications Framework. Furthermore, prospective teachers must be registered with the South African Council of Educators to apply for a teaching position. However, there are teachers currently practicing without this registration.
Requirements for Ongoing Professional Development in Reading for Teachers
The National Policy Framework for Teacher Education and Development addresses the issue of poor teacher development, brought to light by studies such as PIRLS 2006. Its position in South Africa’s in-service and continuing education programs should ensure that teachers are now being trained to teach effectively. In addition to the aforementioned policy, the Integrated Strategic Planning Framework for Teacher Education and Development was introduced, and aims to improve the quality of teacher education and development so as to improve the quality of teaching.14
There are many nongovernmental organizations working to promote literacy and provide teachers with opportunities for ongoing professional development. Prior to 1994, these organizations were the primary supporters of in-service teacher professional development; currently, most donor funding passes through the government and many of these organizations have closed. Presently, some organizations (e.g., international agencies, universities, corporate business initiatives, and teacher unions) collaborate with the Department of Basic Education, which now offers much of the in-service professional development to public school teachers. The Department of Basic Education also is moving toward a model of Continuing Professional Development Points, thereby requiring teachers to enroll in and attend courses in order to accumulate a set number of points. The Continuing Professional Development learning programs are intended to provide teachers with opportunities to supplement knowledge and understanding, develop new skills, specializations and interests, and support other teachers, learners, and parents. These programs include professional and practical learning. Teachers with initial teacher education such as a degree may enroll in an advanced certificate program to enhance teaching and learning.