Western Dominance vs. Local Needs: Mismatches in Internationalised Teacher Training Curriculum in South Africa

Abstract

This paper endeavors to discuss critically the mismatches between the international teacher training curriculum and the South African context in teacher training institutions. The exponential growth of the internationalisation phenomenon has influenced the curriculum in higher education. Consequentially, higher education, including teacher training institutions, adopted an international curriculum. Nevertheless, several mismatches have been identified, including the relationship between the knowledge and skills required by the South African economy and provided by higher education and the curriculum failing to meet social needs such as employability, high mobility, entrepreneurship, and slow economic growth. Using critical theory and Participatory Action Research (PAR), this study examined the mismatches created by the internationalised curriculum in a South African teacher training institution and proposes context sensitive adaptations. Four lecturers were selected to be co-researchers in addressing the research phenomenon of the study per PAR’s guidelines. Content analysis strategy was employed to analyze data collected. We found three discrepancies: internationalised curriculum in teacher training institutions proposes a 100% standardized curriculum for all, which is unsuitable for institutions in developing countries, particularly South Africa; the language of instruction only accommodates 70% of South African students; and assessment strategies fail entirely (100%) to match the country's level. We argue that although various countries and scholars advocate for the internationalised curriculum, it should be modified for adoption in South African context. The study aspires to contribute to the foregoing debate of including the international teacher training curriculum in higher education in the South African context.

https://doi.org/10.26803/ijlter.24.10.9