Distance teacher education in South Africa: A critical analysis of pedagogical assumptions

Distance education has, historically, been advanced as a major means of upgrading the quality of African teachers in South Africa. There is, however, little knowledge of the quality of existing materials currently in use. Nor is there much work yet focusing on the pedagogical assumptions contained in these distance upgrade programmes. This paper evaluates a few sections in the materials dealing with education theory, and concludes that both content and pedagogical forms do not explore the experiences and views of practising teachers working through these materials. In the light of this observation it is argued that distance education can only be a successful mode of upgrading teachers if both content and pedagogy of materials are improved. (C) 1997 Elsevier Science Ltd.