There seems to be a lack of synchronisation between the acquisition of skills, knowledge, values, teaching techniques, and so forth from professional learning interventions and the application thereof in practice by teachers in general and language teachers in particular. Those charged with ensuring that teachers‟ development needs, in terms of Collective Agreement 8 of 2003 (DoE, 2003), receive attention, seem to be complying with that prerequisite without establishing whether such interventions really do address the need for development.
This study focuses on the quality assurance of workshops meant to address the professional development needs of language teachers. This was explored in terms of learning theories informing methods used when facilitating professional development workshops for teachers and the assessment of teachers during the workshops, including evaluation of the workshops themselves and the quality assurance of those workshops.
The study has found, among others, that the methods used during facilitation are not sourced from a variety of professional learning theories, including different learning styles that accommodate teachers who learn differently from others; a variety of assessment methods is not used to assess language teachers during the workshop sessions and quality assurance of the workshops internally and externally scarcely takes place. / Dissertation (MEd)--University of Pretoria, 2013. / gm2013 / Science, Mathematics and Technology Education / unrestricted
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:up/oai:repository.up.ac.za:2263/32987 |
| Date | January 2013 |
| Creators | Mlombo, Samson |
| Contributors | Du Toit, Pieter Hertzog, sammlombo@gmail.com |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Rights | © 2013 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
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