Continuing professional development for teachers in South Africa and social learning systems: conflicting conceptual frameworks of learning

Steyn, G.M.

doi:10.4102/koers.v73i1.151

Cited by 33 publications

(27 citation statements)

References 26 publications

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“…Findings from previous studies show that the low ranking of the usefulness of most professional development programmes is a sign of the inappropriateness of many of these programmes in South Africa (Steyn 2009(Steyn , 2010. The studies of Steyn (2008Steyn ( ,2009Steyn ( , 2010Steyn ( , 2011) report on various aspects of teachers' continuing professional development, in particular prior to the implementation of the National Policy Framework (Republic of South Africa 2007), but do not explicitly focus on understanding effective PLCs for the sake of teachers' professional development, particularly since the policy has been mandated from 2011. The Teacher Development Summit of 2009 expressed the need to identify suitable models of continuing teacher development in South Africa (Republic of South Africa 2011: 88).…”

Section: Introductionmentioning

confidence: 99%

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

Steyn

2013

The Anthropologist

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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.

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Section: Introductionmentioning

confidence: 99%

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

Steyn

2013

The Anthropologist

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“…In spite of this, they observed, "the content, context, and delivery of PD in schools are fluid and idiosyncratic" (p. 703). In South Africa where there is still a widespread problem of poor ISSN 1822-7864 (Print) ISSN 2538-7111 (Online) https://doi.org/10.33225/pec/19.77.758 educational outcomes, the most direct way of improving the quality of teaching and learning is through a comprehensive reform, review and reorientation of in-service education for teachers (DBE, 2019b;Jita & Mokhele, 2014;Steyn, 2008). This could foster high-quality teacher learning, and improve teachers' knowledge and instructional practices.…”

Section: The Principal's Role In Teachers' Professional Developmentmentioning

confidence: 99%

Principals’ Role in Managing Teacher Professional Development Through a Training Needs Analysis

Ngema

Lekhetho

2019

PEC

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Despite South Africa’s high spending in education compared to other sub-Saharan countries, its education system is often criticized as ineffective as evidenced by poor student outcomes in both national and international assessments. This educational inefficiency is often linked to poor teacher quality, particularly in mathematics and science where some teachers are considered to have content knowledge below the level at which they are teaching. The researchers interviewed five primary school principals in KwaZulu-Natal on the training needs analysis methods they used to identify the training needs of foundation phase teachers. They all reported that they only used the Integrated Quality Management System template provided by the Department of Basic Education. However, they did not use it optimally due to a lack of comprehensive knowledge of how it should be implemented. In order to address this, it is recommended that principals should receive thorough training on the implementation of the Integrated Quality Management System, and that training needs analysis should be conducted on a quarterly basis rather than once a year. Keywords: integrated quality management system, professional development, training needs analysis, interpretive paradigm.

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“…Another aspect that is noted in South African professional development literature is that in the beginning of the education reforms, the focus was more on understanding the professional development models and their elements which were targeted at developing teachers' content knowledge and teaching approaches (Steyn, 2008). The emphasis was more on the forms of teacher development rather than the process of change as teachers participate in these forms.…”

Section: Teacher "Professional Development" and "Professional Learning"mentioning

confidence: 99%

“…Some scholars paid attention to the professional learning communities (PLCs), usually known as teacher clusters in South Africa (Jita & Ndlalane, 2009;Jita & Mokhele, 2013;Steyn, 2008;, or communities of practice (Graven 2002;Maistry, 2007; mentoring (Ramnarain & Ramaila, 2012) and study groups (Ono & Ferreira, 2010;Posthuma, 2012).…”

Section: Professional Learning Opportunities On Teacher Professional mentioning

confidence: 99%

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

Mkhwanazi¹

2014

MJSS

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Continuing professional development for teachers in South Africa and social learning systems: conflicting conceptual frameworks of learning

Abstract: Continuing professional development for teachers in South Africa and social learning systems: conflicting conceptual frameworks of learning

Cited by 33 publications

References 26 publications

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

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

Principals’ Role in Managing Teacher Professional Development Through a Training Needs Analysis

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

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