Critical pedagogy as an aspect of reflective teaching : implication for the management of teacher competence

M.Ed.The general aim of this study is an investigation of critical pedagogy as an aspect of reflective teaching and its implications for the management of teacher competence. Teacher competence embraces commitment to professional values, continuous professional learning, affective awareness, effective communication, effective grasp of a wide range of professional knowledge and intellectual flexibility by the teacher (Winter, 1995:73). In order to realise the general aim, the following specific aims were set for the study: - To analyse and describe the extent to which teachers teach students to become critical learners. - To determine the role teachers play in critically examining any educational reforms before accepting or rejecting them. - To determine the extent to which teachers resist methodologies forced upon them before having had the opportunity to review such methods