An Organizational Theory for Schools of Teacher Education and Faculties of Education

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Abstract
Schools of Teacher Education and Faculties of Education have long been faced with questions relating to the organizational structure of the curriculum and academic staff. Most institutions have, over a period of time, derived structures based on conventional categories of education studies and principles designed for local circumstances. In many cases the resultant structures have lacked both logical consistency in terms of the discipline of education and organizational flexibility. In this article the authors propose an organizational structure embodying the concept of educology. Following a detailed discussion of educology, the structure is then used as a basis for analyzing three major areas of concern: naming and describing courses in an educology curriculum; grouping families of courses in an educology curriculum; and grouping and guiding academic staff.

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