ABSTRACT
The critical and transformative pedagogy for teacher education began at the school in Kwanza. The Integrated Teacher Training Programme (ITTP) followed four guiding principles to accomplish this critical and transformative pedagogy: learner-centeredness and democracy, integration and meaning, production, and educational reflection and critical constructivism. A staff development course for teacher educators from the four colleges was started in 1992. This also contributed to the national agenda by bringing teacher educators together. Course participants carried out practitioner research in their areas of expertise which they shared, further strengthening the national agenda. It was one of the professional themes in the Basic Education Teacher Diploma (BETD), and teacher educators carried out their own practitioner inquiries through the staff development courses. Critical practitioner inquiry became a significant approach within the learner-centered philosophy of education in Namibia. A national evaluation of the BETD paralleled the program development from 1994 to 1996.
