Suchergebnisse

The primary purpose of the study was to explore the principals' perceptions of the Continuing Professional Teacher Development (CPTD) in Mpumalanga province. Participants were selected using the convenience sampling method, and a total of ten school principals were selected based on geographical proximity, knowledge and inclination to participate in the study. The study was qualitative using the interpretivism philosophy. Semi-structured interviews with open-ended questions were used as data collection instruments. Data were analysed using the NVIVO qualitative data analysis software. The study findings revealed that half of the participants had positive perceptions of the CPTD management system while the remaining half viewed CPTD negatively in its current form.

Received: 19 November 2021 / Accepted: 22 February 2022 / Published: 5 May 2022

Continuing teacher professional development (CPTD) is regarded as key to teachers gaining essential pedagogical-content knowledge needed for the 21st century. Despite the existence of formal structures for this system in South Africa, policy implementation continues to present challenges. This study investigated constraints in the implementation of CPTD policy. The research question was 'What factors inhibit the implementation of CPTD policy in Western Cape education districts? The design was a qualitative case study with purposely-selected sample of principals, teachers, and provincial and district officers. Data were collected through semi-structured interviews and triangulated through document analysis. Data analysis involved colour-coding, categorisation and emergent themes. Results revealed that CPTD implementation frustrated teachers, resulting in negative attitudes, low morale and demotivation. Teachers perceived the CPTD as a compliance activity rather than as a tool for growth and development. This conclusion could imply that policymakers need to rethink ways of improving CPTD implementation.

This study is based on the assumption that to teach science nowadays implies to contribute to pupils/students' behavioral changes for promoting a better world in the perspective of a sustainable development (at the environment, social and economic domain). This implies to take into considerations in teachers practices educational international agendas, such as the Millennium Development Goals (2000-2015) and/or the Sustainable Development (SD) Agenda 2015-2030 of the United Nations, and local ones (e.g. MEA, 2008, 2014). One condition for glocalization through education to occur is to have high qualified science teachers, in particular those who continue their initial training, for example by doing master degrees. However, this post-graduation formation needs to incorporate the challenges which arise from those political and institutional agendas. The general aim of this study is to investigate how the Master Course in Science Education (2nd edition), developed in one public Institution of Teacher Education in Angola between 2011-2016, contributed towards teachers' empowerment to integrate in their teaching practices knowledge, strategies and resources associated to the international and national political educational agendas referred to above. The association of these agendas (international and national) should be seen in alignment with a glocalization strategy to be incorporated in science teaching. The empirical study reported here consists in the documental analysis of 27 master dissertations, approved between 2014 and 2016 in the scope of the Master Course mentioned. This analysis has been supported by a framework, build by the authors in which the following documents have been taken on board: (i) the Millennium Development Goals (2000-2015) & the United Nations Sustainable Development Agenda 2030 (with its 17 SD Goals), (ii) the Continental education strategy for Africa 2016 – 2025,(iii) the national educational agendas (MEA, 2008, 2014) and vi) the research agenda of the Institution responsible for ...

This paper discusses the use of "workshops" at a community generated by the program Languages without Borders as an avenue for the development of teachers of English as an Additional Language. Part of a larger research project aimed at elucidating the practices of teacher development in the community, this paper discusses field notes as well as transcriptions of a workshop held at the community, by two of its more experienced members. This paper corroborates evidence that workshops, despite often disputed by teacher development literature, is a good opportunity for teachers to share the results of their own reflections, as well as for the emergence of critical teacher development (Pennycook, 2001; Pessoa, 2014).

Innovations are changing everything from school culture to student assessment. Changing educational needs of the student and advancement in technology has widen the area of responsibilities of teachers. Pre-service and in-service teachers training became crucial in this aspect. However, studies in field of teacher education point towards various lacunas in pre-service as well as in-service teacher education. In a bid to robust education system in national Capital, the Government of Delhi, began reforming school education in Delhi in 2015 by designing and successfully implementing large scale programs. Placement of Teacher Development Coordinator (TDC) in each school is one of such initiative introduced by Delhi Government through SCERT in July,2017 as part of the flagship programme of Mentor Teachers. The vision of this programme is to create a collaborative network of teacher-educators for professional development of all teachers teaching in DoE (Directorate of Education) schools for creating 'An education system where everyone learns together'. This programme was started with a view to strengthen the culture of sharing teachers' best teaching practice in the school system, and to identify and work on the specific needs of teachers in particular school to further strengthen the learning of all students. This paper presents a comprehensive understanding of Teacher Development Programme- an innovative project stated by Delhi Government.

The devastating effect of climate change (CC) on the environment all over the world has been a worrisome phenomenon. The effort by the government and other stakeholders at integrating climate change education (CCE) into the school curriculum in South Africa has not yielded the desired result because of the lack of teacher professional training programs for teaching CCE in the classroom. Using the pedagogical content knowledge (PCK) theory as lenses, this qualitative study investigated the implementation of the in-service teacher development programs and their role in enhancing the integration of CCE in Natural Sciences lessons. Five secondary schools out of twenty schools that participated in the in-service teacher training program conducted by one higher education institution (HEI) were purposely selected. Data for this study were generated through one-on-one semi-structured interviews conducted with four participating Natural Sciences teachers at the selected schools. It emerged from the data that the implementation of in-service teacher development programs helped Natural Sciences teachers to integrate CCE into their lessons. The data also revealed that Natural Sciences teachers' content and pedagogical content knowledge on CC was lacking thus they were not adequately integrating CCE in their lessons. The study concludes that the teacher training programs are responsible for teacher improved pedagogical practice of Natural Sciences teachers in the classroom and the integration of CCE. The paper, therefore, recommends that teacher professional development programs on CCE for Natural Sciences teachers be organized on a continuous basis.