Building Professional Learning Communities to Enhance Continuing Professional Development in South African Schools

Abstract

As part of a developing country South African teachers need to be appropriately developed to meet the growing social and economic needs of the country. The National Policy Framework for Teacher Education and Development and the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa are two initiatives to fulfil the dire need for quality teachers. Since little research has been done on aspects that are important for effective collaboration among teachers, this article attempts to answer the following research problem: How can professional learning communities in schools be implemented effectively to enhance the continuing professional development of teachers in South African schools? A dynamic model of professional learning communities is presented, showing how individual learning, professional development communities, a conducive school environment and networking lead to transformational change in teachers.

Crossing the Past Political Boundary: Teacher Professional Learning in a South African Reform Context

“…Previous literature on this conception often regarded professional learning as separate from the context in which it is to be used (Steyn, 2013). The situative perspective emphasises the context in which knowledge is situated, and thus provide justification for the fact that teacher professional learning should be based in their teaching practice.…”

“…In such communities, teachers establish relationships, exchange information and provide support to each other. Research continued to recognise these professional learning communities as a way to promote teachers' growth in their knowledge and teaching practices (Ndlalane, 2006;Jita & Ndlalane, 2009;Steyn, 2013). Researchers look at these communities of professional learning from different angles and sometimes they are interpreted differently in different contexts.…”

“…Knight, 2002:2, as cited by Bantwini (2011) could not describe this struggle any better as he states that the issue of teacher professional development is a never-ending story that is like a "religious struggle in an escape of sin". In constructing this synthesis, I support a shift in thinking about teacher professional learning that indicates a move from teacher learning as an individual practice to that of collaborative nature (Steyn, 2013). The current paradigm shift shows that effective professional learning that has been proven to elicit changes in teachers' practices (Garet, et al, 2001) takes into account the contexts in which teachers learn while they interact with others on practice-based issues (Lave & Wenger, 1991;Borko & Putnam, 2000;Borko, 2004;Eraut, 2007).…”

“…Recent research throughout the world indicates a rapidly growing shift in professional development that considers the contexts in which teaching and learning takes place (Putnam & Borko, 2000;Borko, 2004;Jita & Ndlalane, 2009;Opfer & Pedder, 2011;Steyn, 2013). Due to inadequate professional development that was not often successful in bringing about changes in teachers' practices, researchers started exploring other strategies that would change this situation.…”

“…Much less was said about learning in their work environments and the conditions that enhance this learning. It is only in recent literature that indications on how teachers acquire learning through their work contexts are seen (Jita & Ndlalane, 2009;Bryan, 2011;Steyn, 2013).…”