For effective teaching to take place in secondary schools, teachers need to be
adjusted positively towards reality and need to possess a thorough knowledge
of the learning material which they offer. Teachers can be helped to adjust
positively towards reality and also possess a thorough knowledge of the
learning material if their didactic professional needs are being satisfied through
in-service education and training. ln-service education and training aims at
improving teachers' competence and performance in the classroom situation.
This study aims at identifying the didactic-professional in-service education and
training needs of secondary school teachers in the Northern Province. The
following didactic-professional needs are identified:
• The need to improve secondary school teachers' academic competence.
• The need to update teachers' knowledge and skills to be able to cope with
professional technological changes in the classroom.
• The need to appraise secondary school teachers' in the classroom
situation.
The study also aims at determining the shortcomings of the strategies
currently being used in the in-service education and training of secondary
school teachers and also at finding strategies in order to improve the present
situation.
The sample of this study comprises 244 randomly selected teachers, 1 05
randomly selected managers and all subject advisors (n=11) in the former
Venda in the Northern Province.
Data was collected from the above sample, through the use of a
questionnaire. A Likert type scale was used in the questionnaire.
In conclusion, some of the findings of this study are as follows:
• Appraisal of teaching activities in the classroom is fair or poor. It is
recommended that teachers be appraised to help them to identify their
weak points and also to give them advice on their teaching. Principals,
deputy principals and departmental heads need to be involved in this
process.
• Reflective practice of teachers is fair or poor. It is recommended that
principals, deputy principals and departmental heads create conditions
favourable to teachers to collaborate and cooperate in their schools.
• Panel inspection sometimes occurs or rarely occurs. It could be of help to
teachers if inspectors of schools conduct panel inspection to help teachers
to identify the areas they need to improve their teaching.
• Assistance to secondary school teachers by subject advisors sometimes
occurs or rarely occurs. Again here it could be of help if subject advisors
render their assistance to secondary school teachers to enable them to
identify their weak points.
• ln-service training centres only cater for teachers teaching. grade 12. It is
recommended that in-service training centres cater for all teachers in
secondary schools.
• Class visits by circuit managers sometimes occur or rarely occur. It is
recommended that circuit managers visit classrooms to acquaint
themselves with what is happening there.
• College programmes for improving professional competence are average or
below average. It is recommended that college programmes for improving
professional competence be improved in the Northern Province.
• Short courses and seminars at the in-service training centres are fair or
poor. It is recommended that they be improved to help secondary school
teachers with their didactic-professional needs. / Thesis (MEd)--PU for CHE, 1999
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/8744 |
| Date | January 1999 |
| Creators | Sikhavhakhavha, Philemon Marubini |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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