Die bestuurstaak van die tutoronderwyser by die opleiding van onderwysers

Abstract

The rapid progress in the technological field since 1960 has caused international communities to demand more accountability from the teaching profession. In an effort to comply with these demands, the educational authorities have implemented various renewal strategies. It was realised, however, that the teachers are the most important renewal agents. Renewal in teaching can only be successfully conducted if teacher training keeps up to date with developments in the technological and managerial science fields. The initial and basic training of a teacher is not sufficient to enable him/her to teach effectively for thirty or more years. Consequently, in-service education and training were devised to enable teachers to teach more effectively, towards more effective learning. The aim of this study was to determine whether the in-service training of teachers would benefit from the appointment of a tutor teacher at every school. The most important responsibility of this tutor teacher would then be to: • organize practical teaching at school level to assist student teachers professionally; • assist beginner teachers towards social and professional orientation; • co-ordinate internal and external in-service training programmes. A literature study of the teaching systems of the USA, England, the Netherlands and the RSA in connection with teacher training was undertaken. Special attention was given to the training of students during practical teaching, the orientation of beginner teachers and the use of in-service training programmes. From a comparison between the South African system and the overseas systems mentioned above, it became clear that a system of internship is used in some American states as well as in England. The term 'internship' refers to a compulsory practical teaching period: the teacher is appointed temporarily in a paid teaching post. The condition is that he complies with certain certification requirements, before being appointed permanently. This system of internship does not exist in South Africa. In the school based in-service training programmes of the three overseas teaching systems that were studied, two teaching posts could be clearly distinguished: • the collaborating teacher, i.e. the teacher in whose classroom the student teacher is placed for practical teaching. This collaborating teacher is trained in the technique of identifying and developing teaching competencies in students' teaching methods; • the tutor teacher, a senior experienced school based teacher, assigned to in-service education and training. His assignment comprises of the organization of practical teaching, the in-service training of the collaborating teacher and co-ordination of all in-service training activities. It was found that the non-existence of the post for a tutor teacher caused in-service teacher training in South Africa to be lacking in professionalism. The teaching profession does not have the privilege to participate in the professional training of its members to a great extent. Collaborating teachers are expected to train student teachers, whilst being unequipped for the task. From the study and findings the author conclude that every school should have a tutor teacher to manage the important function of school based in-service teacher training. The implementation of the post of tutor teacher at schools to train the collaborating teacher properly, and to organize other in-service training activities, will greatly improve the effectiveness of our educational system.