Original Research

Integrating different forms of knowledge in the teaching qualification Diploma in Grade R Teaching

Nici Rousseau
South African Journal of Childhood Education | Vol 4, No 1 | a182 | DOI: https://doi.org/10.4102/sajce.v4i1.182 | © 2014 Nici Rousseau | This work is licensed under CC Attribution 4.0
Submitted: 09 December 2014 | Published: 01 July 2014

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Nici Rousseau, Cape Peninsula University of Technology, South Africa

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From a view of multiple types of knowledge for a blend in teacher education, the paper discusses the need for epistemological diversity in the types of knowledge for grade R teacher education. I claim in this article that for epistemological diversity, innovative mixes of knowledge are required and that they have to be explicated. The argument of the article is that the decisions made by teacher educators when constructing a curriculum for a new grade R qualification are especially challenging because of the narrow purpose
of the qualification. The paper offers an analysis of various models of knowledge types and mixes, outlining each one’s purpose. Finally, the paper provides an epistemological
distillation in a conceptual framework which can guide the process of curriculum making, offering all participants a chance to contribute to the layers underneath the patina of the painting that offers life to the curriculum.


Curriculum, policy, knowledge mix, knowledge types, teacher education, conceptual design, diploma in grade R Teaching, collaboration


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