Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2009. / The research was done in a period of curriculum transformation and reform in South
Africa, a period during which teachers attended many interventions by service providers
other than the education department to sharpen their skills. In this study, I investigate
teacher professional development and professional development programmes using two
case studies, MTN-SUNSTEP (Mobile Telecommunications Network – Stellenbosch
University Schools Technology in Electronics Programme) and SWAP (Schools Water
Project). These INSET programmes were intended to assist with the improvement of
science teaching in terms of the new curricula suggested for the country.
The study proceeds by way of two case studies within an interpretive paradigm. The
purpose of the study is to evaluate the two programmes based on the criteria developed
through a literature review and to understand and give meaning to the process of teacher
professional development that might have occurred in the programmes. This process is
framed by my research question, “can resource kits enable professional development in
science teaching”.
Data was collected at various stages by way of field notes, questionnaires, interviews and
observations at workshops. Teachers generally found the processes useful but do indicate
dissatisfaction with certain areas of the programmes. Issues that emerged from the study
were that teacher development processes need to be organized over a long period, the
development of teacher networks needs to be nurtured, and support at school level was
essential to ensure implementation.
An important insight was that the research, once again, emphasized a key aspect of
effective teacher development programmes. Effective programmes require a team
consisting of three agents that bring their own expertise to the process namely, teachers,
district officials and university staff. This team has to take into account the factors that
ensure effective teacher professional development and should occur within the
parameters of accepted professional development practices and learning support materials
play an important role in supporting this process.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/1548 |
| Date | 03 1900 |
| Creators | Isaacs, Akeda |
| Contributors | Reddy, C. P. S., University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Stellenbosch |
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