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• W284849315 abstract "In a developing country such as South Africa, many teachers enter initial teacher education with little or no experience of libraries and information sources. These students need to become information literate during their initial teacher education, otherwise they will not have knowledge of information sources and skills which they will need if they are going to be role models for their pupils and help them to become information literate. The paper describes a project to improve media and information skills of under-qualified teachers through in-service workshops. The process could also be used as a model for initial teacher education with students from disadvantaged or more privileged backgrounds. It is important for pupils to become information literate, but before this can happen, their teachers must themselves become information literate. Teaching style influences student learning, and must follow a clearly formulated process, like one described. This is one way to help transform prevailing teacher-centered and textbook-centered teaching style to an interactive teaching and learning process based on available information sources. (Contains 25 references.) (Author/SWC) *********************************************************************** Reproductions supplied by EDRS are best that can be made from original document. ************************************************************AA:c******** A Transformation in Teacher Education: or How Can Disadvantaged Teachers Become Information Literate? by Dr Sandra Olen Department of Information Science University of South Africa Introduction As a result of a literature survey and two empirical surveys, it has been found that subject teachers in secondary schools and lecturers in tertiary institutions should be role models for their pupils and students with regard to reading and information literacy development (Olen:1993). In a developing country such as South Africa many teachers enter initial teacher education with little or no experience of libraries and information sources. These students need to become information literate during their initial teacher education, otherwise they will not have knowledge of information sources and skills which they will need, if they are going to be role models for their pupils and help them to become information literate. Initial teacher education According to National Education Policy Investigation (NEPI) (1992:58) report on teacher education, in certain African countries, such as Mozambique, there is no, or hardly any, correspondence between what teachers learn during their initial education and what they are supposed to teach. Also very few of new methodologies are implemented in practice, because teachers continue to dominate classroom instruction, while their pupils' activities are mostly limited to reception and reproduction. Assessment focuses narrowly on results and little attention is paid to process of learning. As this is unsatisfactory NEPI report suggests need for policy instruments to support implementation of change in practice. Sieberger and Kenyon (1992:153) believe that if schools are going to provide pupils with more relevant education, which will better equip them with attitudes and understanding of people and world, task of initial teacher education is vital. It should ensure the transformation of unhelpful experiences and models which student teachers bring with them from their own U.S. DEPARTMENT OF EDUCATION Off ice of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION" @default.
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• W284849315 date "1995-02-01" @default.
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• W284849315 title "A Transformation in Teacher Education: or How Can Disadvantaged Teachers Become Information Literate?." @default.
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