| Abstract: | Abstract Teacher-educators need to know and understand their roles in order to develop their competence and improve the quality of the service that they provide (Kwakman 1998, 57). The roles and functions of teacher-educators as spelt out in the policy document, ‘Norms and Standards for Educators, (1996)’, may be sufficient to enable them to develop their competence and improve service delivery, but do they (teacher-educators) know and understand these roles and consequently take advantage of them (teachereducator roles) as intended in the policy guidelines? This article discusses educator roles and factors that influence the way in which these (roles) could be interpreted for teacher-educators. Knowing and understanding these roles and factors will help technology education teacher-educators in the interpretation of the policy guidelines about their roles. |
