Chapter 3 - How do Schools of Education Position Themselves Within the South African Higher Education Sector: The Case of the Wits School of Education

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URI: http://hdl.handle.net/10900/135033
http://nbn-resolving.de/urn:nbn:de:bsz:21-dspace-1350337
http://dx.doi.org/10.15496/publikation-76384
Dokumentart: Buch (einzelnes Kapitel)
Date: 2023-01
Language: English
Faculty: 8 Zentrale, interfakultäre und fakultätsübergreifende Einrichtungen
Department: Erziehungswissenschaft
DDC Classifikation: 370 - Education
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Abstract:

In this chapter, we reflect on how Schools of Education position themselves for identity and acknowledgement globally, and how this applies in the context of a top-ranked South African university, Wits University, which asserts a research-led identity and vision. We look closely at the Wits School of Education (WSoE), whose origins are rooted in a policy process of re-structuring the higher education landscape under the first democratic government. After a brief historical summary of teacher education and its transformation, we give an overview of the policy for the development of teachers in South Africa, and proceed with the WsoE's development of sustainable research capacity. We outline and reflect on the effect of the School's research development strategies, which include the School's rebranding of its vision, institutional re-structuring, and an expanded research-collaboration footprint to include the Tübingen School of Education, whose research strategy is outlined in Chapter 2. The chapter closes with recommendations for continued developments.

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