Proceedings of the 8th International Conference on Intellectual ...

Quality in Teacher Education: A Systems Thinking
Approach
Rajendra Chetty
Faculty <strong>of</strong> Education and Social Sciences, Cape Peninsula University <strong>of</strong>
Technology, Cape Town, South Africa
chettyr@cput.ac.za
Abstract: Systems Thinking and S<strong>of</strong>t Systems Methodology were used in this paper to view <strong>the</strong> complex
situation <strong>of</strong> Teacher Education in South Africa from a holistic and objective perspective. Systems thinking
ensured that <strong>the</strong> level <strong>of</strong> perceptiveness <strong>of</strong> <strong>the</strong> problem context was increased. The methodological process was
critical and emancipatory and ensured that <strong>the</strong> study interpreted situations from <strong>the</strong> viewpoint <strong>of</strong> o<strong>the</strong>rs,
interrogated boundary judgements and considered <strong>the</strong> voices <strong>of</strong> those who lie on <strong>the</strong> fringe <strong>of</strong> <strong>the</strong> problem
situation. The key concern that this paper addresses is <strong>the</strong> poor quality training <strong>of</strong> teachers and inappropriate
normative principles and philosophies in <strong>the</strong> management <strong>of</strong> <strong>the</strong> Higher Education sector. The quality issue is
complicated by <strong>the</strong> fact that ethics, corporate social responsiveness and governance do not adequately inform
<strong>the</strong> decision making process in institutions. If <strong>the</strong> quality <strong>of</strong> Teacher Education is not effectively addressed, it
would have an adverse effect on <strong>the</strong> school system, society, <strong>the</strong> national economy and global competitiveness.
The research question, ‘How can quality be ensured in teacher education programmes in South Africa?’ was
answered using <strong>the</strong> postmodern systems thinking approach. In postcolonial contexts this methodology is highly
effective for qualitative studies as it works from <strong>the</strong> assumption that <strong>the</strong> real-world is constructed in such a way
through discourse that particular groups/individuals are marginalized. Data from <strong>the</strong> primary sources (interviews
with academics and students), <strong>the</strong> case study and my own reflection on <strong>the</strong> sector are presented. Key elements
relevant to <strong>the</strong> paradigm shift towards quality teacher education are posited in <strong>the</strong> paper. A robust model for <strong>the</strong>
functioning <strong>of</strong> Teacher Education faculty using an appropriate normative management approach derived from
systems thinking is developed to ensure quality in <strong>the</strong> sector. By only looking at knowledge around Teacher
Education that concerns how and why things are <strong>the</strong> way <strong>the</strong>y are, in an impersonal manner, is characteristic <strong>of</strong> a
scientific/technical perspective. When <strong>the</strong> views <strong>of</strong> stakeholders are included and <strong>the</strong>re is discourse around <strong>the</strong>ir
engagement with each o<strong>the</strong>r within <strong>the</strong> problem context, <strong>the</strong> power relationships with each o<strong>the</strong>r, <strong>the</strong> role <strong>of</strong>
institutions like <strong>the</strong> academe in knowledge production and teacher training and <strong>the</strong> construction <strong>of</strong> society within
postcolonial contexts, an interpersonal/social perspective to <strong>the</strong> problem is employed. More importantly, from a
systemic knowledge perspective, questions have to be asked around how actions and ideas in <strong>the</strong> paradigm shift
<strong>of</strong> Teacher Education in South Africa (<strong>the</strong> small context) engage with <strong>the</strong> larger global picture.
Keywords: teacher education, systems thinking, quality, ethics
1. Introduction
Systems thinking helps us sense as well as appreciate our connection to a wider whole. We can only
meaningfully understand ourselves by contemplating <strong>the</strong> whole <strong>of</strong> which we are an integral part. It is
<strong>the</strong> discipline which makes visible that our actions are interrelated to o<strong>the</strong>r people’s actions in patterns
<strong>of</strong> behaviour and are not merely isolated incidents (Flood 2003:2). Properties have no meaning in
terms <strong>of</strong> <strong>the</strong> parts which make up <strong>the</strong> whole but when <strong>the</strong> parts are linked toge<strong>the</strong>r in a particular
structure <strong>the</strong>re is potential for value from <strong>the</strong> emergent property <strong>of</strong> <strong>the</strong> whole (Checkland 1997)
There exist many accounts about <strong>the</strong> systemic character <strong>of</strong> <strong>the</strong> natural and social worlds – e.g.
complexity <strong>the</strong>ory, open systems <strong>the</strong>ory, organizational cybernetics, interactive planning, s<strong>of</strong>t systems
approach, and critical systemic thinking. Each one yields different and potentially valuable insights.
Toge<strong>the</strong>r, <strong>the</strong>y <strong>of</strong>fer a diversity and strength vital to our ability to cope within an exceedingly complex
world (Flood 2003:2).
For systems to be adaptive, <strong>the</strong>y require a level <strong>of</strong> self-organisation, which is usually provided through
sub-units, which are <strong>the</strong>mselves systems, referred to as sub-systems. Sub-systems contain fur<strong>the</strong>r
sub-systems. Thus systems thinking <strong>of</strong>ten refers to a hierarchy, or sequence <strong>of</strong> levels, <strong>of</strong> systems and
sub-systems, all <strong>of</strong> which exhibit <strong>the</strong> characteristic <strong>of</strong> adaptive wholes with emergent properties.
Within this hierarchy <strong>the</strong>re are processes <strong>of</strong> communication and control in order for <strong>the</strong> system to be
able to respond adaptively to changes in its environment. The essential aspect <strong>of</strong> complex adaptive
systems is that <strong>the</strong> human-activity system needs to be approached in terms that are quite different
from <strong>the</strong> normal linear, mechanical framework used (Chapman 2004:39).
The resistance to change in organisations is actually a measure <strong>of</strong> its ability to adapt; it is a measure
<strong>of</strong> its resilience. This resilience is <strong>the</strong>refore expected to be greater <strong>the</strong> longer <strong>the</strong> institution has
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