Recent South African meditations on the complex nature of post graduate supervision and teaching by Fataar (2005) and Waghid (2005; 2007) provide excellent accounts of the dialogic space between lecturer/supervisor and student. However, these accounts need to be supplemented by an explicit discussion of the broader academic communities of practice…

Presented primarily in the context of graduate education in design, this paper argues that apprentice-master pedagogical models of learning and the development of exclusively tacit knowledge are inadequate resources for preparing the next generation of high level design practitioners or teachers. Today's design context requires more than formal…

This paper reports on the preliminary stage of a research project examining the kinds of writing that teachers are required to produce as part of their study when undertaking masters-level courses in education. The paper states that of particular interest is the way in which the particular writing these writing teachers do for these courses…