Ondersoek na ‘n effektiewe metode van indiensopleiding vir Kuns en Kultuuronderwysers in Suid-Afrika
In 1994 the first democratic election took place in South Africa. Since then large initiatives have been undertaken on national level to redress the inequalities of the past. One of these areas where drastic transformation was needed, is the education system of the country. A National Qualifications Framework was created and Outcomes Based Education was used to implement a new curriculum. This required a total paradigm shift of teachers in terms of how they thought about education as well as changes in their teaching practice. The learning area Arts and Culture was included in the new curriculum to provide all learners with equal opportunities to take part in and enjoy the arts, cultural expression and conservation of heritage as a basic human right. The learning area however brought about unique problems for the teacher, as it is multidisciplinary and most teachers were not trained to facilitate it. Initially it was given to teachers who were specialists in one or the other of the arts disciplines, but these teachers progressively left the education system, and since then the learning area has fallen into the hands of nonspecialists. The Department of Education has launched various training opportunities to empower teachers, but without much success. Teachers remain inadequately qualified regarding subject knowledge and skills to bring the learning area to fruition and to reach the goals of the curriculum. In the process learners are deprived of important opportunities for experiences in the arts and teachers become increasingly demotivated. Thus, in South Africa there exists a dire need for effective in-service training and professional development of Arts and Culture teachers in order to empower them to take their place in the unlocking and transmission of the spiritual goods of the human race to our youth. This study investigates the true problems of Arts and Culture teachers in South Africa by placing the process of transformation in the education system after 1994 into context and viewing Outcomes Based Education, the learning area Arts and Culture and the development of teachers through the looking glass. Three forms of training for teachers are compared to try and find a possible best way to address these problems and to determine whether effective in-service training of Arts and Culture teachers leads to professional development, empowerment, a more positive vocational disposition and motivation. Training on a one-to-one basis lead by a specialist teacher emerges as the most effective alternative form of training.