ABSTRACT
Demands for the transformation of the education system in general, and that of higher education institutions in particular, have been numerous in post-apartheid South Africa. In particular, the transition to democracy and the perceived prestige of formerly white institutions have led to ‘the influx’ of black students to these establishments. In turn, to reflect and respond to the changed characteristics of students they now enrol, for these institutions, an organizational and individual commitment to overhaul policies and teaching programmes has become imperative. In the present chapter the socio-political context of teacher education will be discussed as a background to the transformation process followed by a detailed examination of the approaches to curriculum transformation. The penultimate section of the chapter will discuss the frameworks for transformation, followed by a concluding analysis of the dilemmas and prospects of teacher education in South Africa in the light of transformation issues.
