Educational dispensation has brought about radical changes in schools, particularly with reference to curriculum changes and delivery, not only internationally but specifically in South Africa. With a move towards the introduction of new curricular in schools, the concept Continuous Professional Development has been revisited and thus has propagated further review on new approaches of teaching and learning, which leads to the need for establishment of school-based professional development of educators to meet the new challenges of curriculum changes. The school based training of educators should not be seen as short courses or workshops done for the educators, only to be left without a continuous support and guidance. It should be noted that school based educators are part of the community of learners with the shared purpose of ensuring quality learning experiences of all learners, every day, without exception and this is reinforced by the following goals: -- Providing of all school personnel with opportunity of further developing, and enriching their professional skills and knowledge. -- Challenging all school personnel to examine their attitudes and beliefs regarding the capacity of all students at high level, as well as their accountability for continuous improvement in student performance (Fer, 2005:2). The problem is how to cultivate the culture of school based continuous training and participation of all educators in the programmes. The Employment of Educators Act offers enormous possibilities for educators’ professional development. The principal is tasked with the responsibility of establishing staff development progammes, both school based, school focused and externally directed (Personnel Administrative Measures (PAM) of 1998, as determined by the Minister of Education in terms of the Employment of Educators Act, 1998). It also stress that curriculum delivery is the basic of training in order to effect changes. This study draws a distinction between short courses and workshops, and continuous professional development. Short courses is about training educators for about three to five days and leave the on their own. Continuous professional development means training educators on regular bases with follow ups after thereafter. Finally, principals and School Management Teams should ensure that there school based professional development programmes are established at schools and all educators should participate to ensure appropriate curriculum delivery. / Dissertation (MEd (Leadership))--University of Pretoria, 2007. / Education Management and Policy Studies / MEd / unrestricted

Made available in DSpace on 2014-07-29T15:00:29Z (GMT). No. of bitstreams: 1 Lorenna Costa.pdf: 773322 bytes, checksum: 57cfd5665094905d406a68183312c4da (MD5) Previous issue date: 2010-01-25 / This paper analyses, by the socio-historical references, the discursive dynamic in the school context as well as the conceptual elaboration in the teaching-learning process during chemistry classes which is part of a technical high-school program for young and adult people (EJA). As a manner of trying to make a differential curriculum which can create a dialog between what is supposed to be studied and the everyday life, a proposal was elaborated. This proposal, named The food‟s chemistry , is based on Paulo Freire‟s studies and on a structure of thematically areas. Seventeen classes were given. The data was taken from the field trip‟s notes and filming that were transcript afterwards. Analyses were made based on all the classes, in general, but, to make it possible the systematization, analyses, and creation of categories, three of those classes were specially used to the elaboration of Activities‟ Maps and Teaching Episodes. Methodologically, this work may be characterized as an action-research, which was developed in more than one phase. Speech‟s Analyses was used with Bakhtin as the main reference. By the approach of generated themes , the young and adult people were able to participate in classes, during moments when everyday issues were discussed, using descriptions and some explanations but demonstrated difficulties in working with abstractions and generalizations. Therefore, after several discussion meetings, these students were finally able to use new words giving meaning to those words -, which belong to the abstract context. This approach made us face a constant dialectic tension: meanwhile we consciously give value to the every day analyses, we want more than that because it is fetish and alienating. This kind of approach needed from the teachers constant warning to not to maintain themselves only on what the students already know. This work has the ambitious to signalize contributions to the curriculum practices to the EJA, helping with a proposal with the objective towards the complete formation of these individuals. / Este trabalho analisa, segundo referenciais sócio-históricos, a dinâmica discursiva no contexto escolar bem como a elaboração conceitual nos processos de ensino-aprendizagem em aulas de química num curso técnico integrado ao ensino médio na modalidade de Jovens e Adultos - EJA. Na tentativa de sinalizar um currículo diferenciado que crie um diálogo entre os conteúdos a serem tratados com a vivência desse público, uma proposta didática estruturada em eixos temáticos, baseado em Paulo Freire, foi elaborada e implementada: A Química dos Alimentos . Foram dadas dezessete aulas no total. Os dados foram construídos a partir de anotações em diário de campo e filmagens em VHS com posterior transcrição. As aulas foram analisadas de uma forma geral, mas, para sistematizar as análises e facilitar a criação de categorias, três aulas foram selecionadas para a elaboração de Mapas de Atividade e Episódios de Ensino. Metodologicamente, este trabalho se caracterizou como uma pesquisa-ação, que foi desenvolvida em várias etapas. Utilizamos a Análise de Discurso, tendo como principal referencial Bakhtin. Por meio da abordagem por temas vivenciais, os jovens e adultos conseguiram participar da aula nos momentos em que eram abordados assuntos do cotidiano, com descrições e algumas explicações. Porém, demonstraram grandes dificuldades em compreender os conhecimentos sistematizados que operam no nível das generalizações e abstrações. Mesmo assim, após discussões em sala de aula, os alunos foram se apropriando de novas palavras, próprias do conhecimento sistematizado, significando-as no decorrer do processo. A abordagem por temas geradores nos colocou diante de uma constante tensão dialética: ao mesmo tempo em que conscientemente valorizamos o cotidiano, queríamos superá-lo, por ele ser fetichizado e alienante. Dessa forma esse tipo de abordagem requer dos professores constante vigilância para não permanecer apenas no que os alunos já sabem. Este trabalho ambiciona sinalizar contribuições nas práticas curriculares voltadas para a EJA, contribuindo com uma proposta que visa à formação onilateral desses sujeitos.