The main purpose of this study was to explore the influence of a Continuing Professional Development
(CPD) programme on the classroom practices and professional development of Technology Education
teachers. Clarity was sought on how those Technology Education teachers who had participated in the CPD
programme were influenced by the outcomes of the CPD programme in terms of their classroom practices
and professional development. Although the school set-up and its management structure was not part of the
outcomes of the CPD programme, the researcher felt that it was also important to highlight and describe
from teachers’ point of view the nature of support (if any) that the teachers received from their respective
schools to enhance their professional development and growth. A qualitative approach to research, in the
form of multiple case studies was used in this study. Purposeful sampling was applied to select the three
teachers who participated in this study. Data was collected using multiple qualitative data collection
strategies and instruments that included the use of once-off semi-structured interviews, classroom
observations and documents analysis.
Findings from this study revealed that those Technology Education teachers who participated in the CPD
programme under review in this study had their classroom practices and professional development, to some
extent influenced by the outcomes of the CPD programme. Teachers confirmed that most of the teaching
strategies they apply in their classes were adopted from the CPD programme under review. Teachers
acknowledged that they had acquired new teacher Technology Education-specific teacher knowledge which
in turn helped their learners to learn effectively in class. There is also evidence from the results of this study
that suggest that teachers had been greatly motivated by the CPD programme to improve their Technology
Education-specific teacher knowledge. However, teachers still lacked the ‘drawing skills’ that are critical
to procedural knowledge. Further, the study revealed the need for the development of structured classroom
activities that will assist novice Technology Education teachers to deal with the dynamics of the subject
with much ease. Lack of effective curriculum management and support in schools were highlighted as
inhibitors to the professional development and growth of Technology Education teachers. / Dissertation MEd--University of Pretoria, 2014 / gm2014 / Science, Mathematics and Technology Education / Unrestricted
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:up/oai:repository.up.ac.za:2263/40999 |
| Date | January 2014 |
| Creators | Mahlase, Nkate Philemon |
| Contributors | Fraser, William, mahlasejnr@yahoo.co.uk |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Rights | All rights reserved |
Page generated in 0.0111 seconds