Reframing Professional Development for South African Schools

Abstract

Often research on the professional development (PD) of staff is framed within a problem-based context that focuses on the PD-related problems experienced by staff. This study pursued a different approach by using the appreciative inquiry (AI) theoretical perspective to study the positive experiences of staff in respect of PD and their desire to improve the practice of PD even further. A qualitative study was carried out among four schools with maximum variance. The findings reveal the main aim of continuing PD, the changing attitudes engendered by PD, the prominent role of the principal and the requirements for effective PD programs including the selection of facilitators, appropriate venues and the timing and duration of workshops, as well as feedback on workshops. The study provides evidence that an AI approach may be used as a basis for identifying guidelines on improving PD practice. The article concludes with implications of the findings for principals of schools.

Participation in continuous professional development training and perceived teaching assessment: A case study at the Malaysian Technical University

“…The timing and venue of the training are also important as many academicians enjoy only the entry-level training which is never enough to take them through to the end of their career. So lack of such consistency deters so many from participating in future training because the choice of period, duration or season may not be favorable for academicians due to their tight work schedules (Steyn, 2012). Steyn (2012) further maintained that researchers differ on the ideal duration of CPD program to lead to teacher change.…”

“…So lack of such consistency deters so many from participating in future training because the choice of period, duration or season may not be favorable for academicians due to their tight work schedules (Steyn, 2012). Steyn (2012) further maintained that researchers differ on the ideal duration of CPD program to lead to teacher change. Several prefer short courses while others opt for lengthier programs (Lee, 2005).…”

“…It is an indication that one-size-fits-all approach might not necessarily work at all times, as there are variations in the training context. Also lack feedback monitoring to understand the effect of the CPD on the staff and difficulties encountered during previous training to (Steyn, 2012;Steyn, 2009) could indirectly affect future participation. Studies among Malaysian academicians revealed that workload as one the most important factor that hinder their participation in training (XX).…”