4 - Exploring Strategies to Strengthen Continuing Professional Development of Teachers in Rural South Africa
Corresponding Author(s) : Cias T. Tsotetsi
Revue de l’enseignement supérieur en Afrique,
Vol. 13 No 1-2 (2015): Revue de l’enseignement supérieur en Afrique: Special Issue on Sustainable Rural Learning Ecologies: Border Crossing
Résumé
Comme indiqué dans la littérature des sciences de l’éducation, le dével- oppement professionnel des enseignants est la pierre angulaire de l’offre d’un enseignement/apprentissage de qualité dans le système éducatif de chaque pays, avec notamment des programmes adaptés aux propositions visant à améliorer la qualité de l’enseignement et à réformer l’éducation. Selon certaines études, les compétences des enseignants en Afrique du Sud ne se sont pas améliorées comme escompté, étant donné que de nombreux programmes de développement professionnel ne sont pas encore mis en œuvre ou ne tiennent pas compte des points de vue des enseignants. En vue de relever ce défi, le présent article se fixe comme objectif de déterminer les composantes d’une stratégie qui pourrait être utilisée pour mettre en œuvre des programmes de développement professionnel, en s’appuyant sur un projet mené dans deux écoles secondaires rurales de la province de Free State. Les données ont été générées par les participants de la com- munauté scolaire et des fonctionnaires basés dans les districts, en utilisant une approche participative.de recherche-action. Les résultats ont révélé six éléments distincts d’une stratégie, à savoir la mise en place d’une équipe comprenant toutes les parties prenantes; la création d’une vision com- mune pour tous basée sur une analyse approfondie des forces, faiblesses, opportunités et menaces (SWOT); la priorisation des items; l’élaboration d’un plan stratégique; les procédures de suivi pour déterminer les progrès réalisés; et la suggestion des moyens d’améliorer les faiblesses.
Télécharger la référence bibliographique
Endnote/Zotero/Mendeley (RIS)BibTeX
- Bantwini, B.D., 2009, ‘District professional development models as a way to introduce primary-school teachers to natural science curriculum reforms in one District in South Africa’, Journal of Education for Teaching: International Research and Pedagogy 35 (2): 169–82.
- Ball, D.L. and Cohen, D.K., 1999, ‘Developing Practice, Developing Practitioners: Towards Practice-based Theory of Professional Education, in G. Sykes and L. Darling-Hammond, eds, Teaching as the Learning Profession: Handbook of Policy and Practice, San Francisco: Jossey Bass.
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- Barnes, H. and Verwey, H., 2008, Teacher Education Review, University of Pretoria.
- Biputh, B. and McKenna, S., 2010, ‘Tensions in the quality assurance processes in post-apartheid African schools’, Compare 40 (3): 279–91.
- Chilisa, B., 2012, Indigenous Research Methodologies, Los Angeles: Sage.
- Dentith, A.M., Measor, L. and O’Malley, M.P., 2012, ‘The research imagination amid dilemmas of engaging young people in critical participatory work’, Qualitative Social Research 13 (1): 1–17.
- Department of Education (DoE), 2003, Integrated Quality Management System, Pretoria: Government Printers.
- Eberson, L., Eloff, I. and Ferreira, R., 2007, ‘First Steps in Action Research’, in Maree, K., ed.,
- First Steps in Research, Pretoria: Van Schaik.
- Ehrhart, C., ‘HakiKazi Colloquium on “Popularising Policy and Influencing Change Through Action Research, Advocacy and Creative Communication”’, Tanzania: s.n. Eruera, M., 2010, ‘Ma Te Whanau Te Huarahi Motuhake: Whanau ParticipatoryAction Research groups’, MAI Review 3. Accessed via http://review.mai.ac.nz,1 January 2013.
- Gibbon, R.N., 2010, ‘Enabling social accounting within a community enterprise: actualising hermeneutic conversation’, Unpublished PhD thesis, University of St. Andrews.
- Hlongwane, T.S., 2009, ‘Empowering educator teams to implement the Integrated Quality Management Systems in secondary schools in the Kathorus area’, Unpublished PhD thesis, University of Johannesburg.
- Joyner, A., 2002, ‘Enabling children to take more active responsibility for a healthier environment in a “post-emergency” situation: learning from experience in Sierra Leone, Unpublished MA thesis, Sierra Leone.
- Jessop, S., 2012, ‘Critical Theory and Education’, Philosophy of Education Society of Great Britain Annual Conference, New College, Oxford, University of Strathclyde.
- Jordan, S., 2003, ‘Who stole my methodology? Co-opting PAR [1’, Globalisation, Societies and Education 1 (2): 185–200.
- Kanyane, C.M.B., 2008, ‘The politics of resistance in the implementation of the Integrated Quality Management System’, Unpublished MEd-script, University of Pretoria.
- Kemmis, S., 2006, ‘Participatory Action Research and the public sphere’, Educational Action Research 14 (4): 459–76.
- Kutame, A.P., 2010, ‘Evaluating the link between learner assessment and teacher development: Implementation of Integrated Quality Management System in South Africa’, Caribbean Educational Research Journal 2 (1): 96–103.
- Mahlomaholo, M.G., 2012, ‘Social communication towards sustainable physical science learning environments’, Journal for Communication and Information Impact 17 (Special issue): 3–20.
- Mertens, D.M., 2010, Research and Evaluation in Education and Psychology.Washington, DC: Sage.
- McKinney, C., 2005, Textbooks for Diverse Learners: A critical Analysis of Learning Materials in South African Schools, Cape Town: Human Sciences Research Council.
- Moloi, S.W.F., 2010, ‘Exploring the role of the School Management (SMD) as pro- viders of in-service Education and Training to SSE’, Unpublished PhD thesis, North-West University, Vanderbijlpark.
- Monyatsi, P.P., 2006, ‘An investigation of the effectiveness of the school-based workshops approach to staff development in secondary schools in Botswana’, Educational Research and Reviews 1 (5): 150–55.
- Murtaza, K.F., 2010, ‘Teachers’ Professional Development through Whole School Improvement Programme’, International Journal of Business and Social Science 1 (2): 213–21.
- Myende, P.E., 2014, ‘Improving academic performance in rural school through the use of an asset-based approach as a management strategy’, Unpublished PhD thesis, University of the Free State, Bloemfontein.
- Nagy, J. and Fawcett, S. n.d., ‘Developing an Action Plan’. Accessed at http://ctp.
- ku.edu/en/tablecontents/sub_section_main_1089.aspx, 24 January 2013.
- Nelson Mandela Foundation, 2005, Emerging Voices: A Report on Education in South African RuralCommunities, Cape Town: HSRC Press.
- Netshandama, V. and Mahlomaholo, M.G., 2010, ‘The Role of Community Enga- gement in Higher Education: Focus on the Discourse Relating to Knowledge Development, in Basov, N., Simet, G.F., van Andel, J., Mahlomaholo, M.G. and Netshandama, V., Critical Issues: Imagining Research in Multidimensional Perspective, Oxford.
- Nkoane, M.M., 2012, ‘Critical Emancipatory Research for social justice and democratic citizenship’, Perspectives in Education 30 (4): 98–104.
- Ono, Y. and Ferreira, J., 2010, ‘A case study of continuing teacher professional development through lesson study in South Africa’, South African Journal of Education 30 (1).
- Papastamatis, A., Panitsidou, E., Giavrimis P. and Papanis, E., 2009, ‘Facilitating Tea- chers’ & Educators’ Effective Professional Development’, Review of European Studies 1 (2): 83–90.
- Ramatlapana, K.A., 2009, ‘Provision of in-service training of mathematics and science teachers in Botswana: teachers’ perspectives’, J Math Teacher Education 12(2): 153–59.
- Reason, P., 2006, ‘Choice and quality in action research practice’, Journal of Mana- gement Inquiry 15 (2): 187–203.
- RSA, Department of Basic Education (DBE) and Department of Higher Education & Training (DHET), 2011, The Integrated Strategic Planning Framework for teacher Education and Development in South Africa, 2011–2025. 2012, Memorandum of Understanding between the Department of Basic Education and the Trade Unions, Pretoria: Government Printers.
- Sanginga, P.C., Kamugisha, R.N and Martin, A.M., 2010, ‘Strengthening social capital for adaptive governance of natural resources: a participatory learning and action research for bylaws reforms in Uganda’, Society and Natural Resources 23 (8): 695–710.
- Shangase, B.B., 2013, ‘Strategies for the implementation of further education and training learner attainment improvement plan’, Unpublished PhD thesis, University of the Free State, Bloemfontein.
- Stack, S., Beswick, K., Brown, N., Bound, H., Kenny, J., and Abbott-Chapman, J., 2011, ‘Putting partnership at the centre of teachers’ professional learning in rural and regional contexts: evidence from case study projects in Tasmania’, Australian Journal of Teacher Education 36 (12): 1–20.
- Steyn, G.M., 2011, ‘Implementing continuing professional teacher development: policy and practice’, Acta Academica 43 (1): 211–33.
- Tsotetsi, C.T. and Mahlomaholo, M.G., 2013, ‘Teacher professional development programmes: what is missing?’, Journal of Educational Studies 12 (1): 89–102.
- Villegas-Reimers, E., 2003, Teacher Professional Development: An International Review of the Literature, Paris: UNESCO International Institute for EducationPlanning.
Les références
Bantwini, B.D., 2009, ‘District professional development models as a way to introduce primary-school teachers to natural science curriculum reforms in one District in South Africa’, Journal of Education for Teaching: International Research and Pedagogy 35 (2): 169–82.
Ball, D.L. and Cohen, D.K., 1999, ‘Developing Practice, Developing Practitioners: Towards Practice-based Theory of Professional Education, in G. Sykes and L. Darling-Hammond, eds, Teaching as the Learning Profession: Handbook of Policy and Practice, San Francisco: Jossey Bass.
Bennel, P., 2004, Teacher Motivation and Incentives in Sub-Saharan Africa and Asia, Brighton: Knowledge and Skill Development.
Barnes, H. and Verwey, H., 2008, Teacher Education Review, University of Pretoria.
Biputh, B. and McKenna, S., 2010, ‘Tensions in the quality assurance processes in post-apartheid African schools’, Compare 40 (3): 279–91.
Chilisa, B., 2012, Indigenous Research Methodologies, Los Angeles: Sage.
Dentith, A.M., Measor, L. and O’Malley, M.P., 2012, ‘The research imagination amid dilemmas of engaging young people in critical participatory work’, Qualitative Social Research 13 (1): 1–17.
Department of Education (DoE), 2003, Integrated Quality Management System, Pretoria: Government Printers.
Eberson, L., Eloff, I. and Ferreira, R., 2007, ‘First Steps in Action Research’, in Maree, K., ed.,
First Steps in Research, Pretoria: Van Schaik.
Ehrhart, C., ‘HakiKazi Colloquium on “Popularising Policy and Influencing Change Through Action Research, Advocacy and Creative Communication”’, Tanzania: s.n. Eruera, M., 2010, ‘Ma Te Whanau Te Huarahi Motuhake: Whanau ParticipatoryAction Research groups’, MAI Review 3. Accessed via http://review.mai.ac.nz,1 January 2013.
Gibbon, R.N., 2010, ‘Enabling social accounting within a community enterprise: actualising hermeneutic conversation’, Unpublished PhD thesis, University of St. Andrews.
Hlongwane, T.S., 2009, ‘Empowering educator teams to implement the Integrated Quality Management Systems in secondary schools in the Kathorus area’, Unpublished PhD thesis, University of Johannesburg.
Joyner, A., 2002, ‘Enabling children to take more active responsibility for a healthier environment in a “post-emergency” situation: learning from experience in Sierra Leone, Unpublished MA thesis, Sierra Leone.
Jessop, S., 2012, ‘Critical Theory and Education’, Philosophy of Education Society of Great Britain Annual Conference, New College, Oxford, University of Strathclyde.
Jordan, S., 2003, ‘Who stole my methodology? Co-opting PAR [1’, Globalisation, Societies and Education 1 (2): 185–200.
Kanyane, C.M.B., 2008, ‘The politics of resistance in the implementation of the Integrated Quality Management System’, Unpublished MEd-script, University of Pretoria.
Kemmis, S., 2006, ‘Participatory Action Research and the public sphere’, Educational Action Research 14 (4): 459–76.
Kutame, A.P., 2010, ‘Evaluating the link between learner assessment and teacher development: Implementation of Integrated Quality Management System in South Africa’, Caribbean Educational Research Journal 2 (1): 96–103.
Mahlomaholo, M.G., 2012, ‘Social communication towards sustainable physical science learning environments’, Journal for Communication and Information Impact 17 (Special issue): 3–20.
Mertens, D.M., 2010, Research and Evaluation in Education and Psychology.Washington, DC: Sage.
McKinney, C., 2005, Textbooks for Diverse Learners: A critical Analysis of Learning Materials in South African Schools, Cape Town: Human Sciences Research Council.
Moloi, S.W.F., 2010, ‘Exploring the role of the School Management (SMD) as pro- viders of in-service Education and Training to SSE’, Unpublished PhD thesis, North-West University, Vanderbijlpark.
Monyatsi, P.P., 2006, ‘An investigation of the effectiveness of the school-based workshops approach to staff development in secondary schools in Botswana’, Educational Research and Reviews 1 (5): 150–55.
Murtaza, K.F., 2010, ‘Teachers’ Professional Development through Whole School Improvement Programme’, International Journal of Business and Social Science 1 (2): 213–21.
Myende, P.E., 2014, ‘Improving academic performance in rural school through the use of an asset-based approach as a management strategy’, Unpublished PhD thesis, University of the Free State, Bloemfontein.
Nagy, J. and Fawcett, S. n.d., ‘Developing an Action Plan’. Accessed at http://ctp.
ku.edu/en/tablecontents/sub_section_main_1089.aspx, 24 January 2013.
Nelson Mandela Foundation, 2005, Emerging Voices: A Report on Education in South African RuralCommunities, Cape Town: HSRC Press.
Netshandama, V. and Mahlomaholo, M.G., 2010, ‘The Role of Community Enga- gement in Higher Education: Focus on the Discourse Relating to Knowledge Development, in Basov, N., Simet, G.F., van Andel, J., Mahlomaholo, M.G. and Netshandama, V., Critical Issues: Imagining Research in Multidimensional Perspective, Oxford.
Nkoane, M.M., 2012, ‘Critical Emancipatory Research for social justice and democratic citizenship’, Perspectives in Education 30 (4): 98–104.
Ono, Y. and Ferreira, J., 2010, ‘A case study of continuing teacher professional development through lesson study in South Africa’, South African Journal of Education 30 (1).
Papastamatis, A., Panitsidou, E., Giavrimis P. and Papanis, E., 2009, ‘Facilitating Tea- chers’ & Educators’ Effective Professional Development’, Review of European Studies 1 (2): 83–90.
Ramatlapana, K.A., 2009, ‘Provision of in-service training of mathematics and science teachers in Botswana: teachers’ perspectives’, J Math Teacher Education 12(2): 153–59.
Reason, P., 2006, ‘Choice and quality in action research practice’, Journal of Mana- gement Inquiry 15 (2): 187–203.
RSA, Department of Basic Education (DBE) and Department of Higher Education & Training (DHET), 2011, The Integrated Strategic Planning Framework for teacher Education and Development in South Africa, 2011–2025. 2012, Memorandum of Understanding between the Department of Basic Education and the Trade Unions, Pretoria: Government Printers.
Sanginga, P.C., Kamugisha, R.N and Martin, A.M., 2010, ‘Strengthening social capital for adaptive governance of natural resources: a participatory learning and action research for bylaws reforms in Uganda’, Society and Natural Resources 23 (8): 695–710.
Shangase, B.B., 2013, ‘Strategies for the implementation of further education and training learner attainment improvement plan’, Unpublished PhD thesis, University of the Free State, Bloemfontein.
Stack, S., Beswick, K., Brown, N., Bound, H., Kenny, J., and Abbott-Chapman, J., 2011, ‘Putting partnership at the centre of teachers’ professional learning in rural and regional contexts: evidence from case study projects in Tasmania’, Australian Journal of Teacher Education 36 (12): 1–20.
Steyn, G.M., 2011, ‘Implementing continuing professional teacher development: policy and practice’, Acta Academica 43 (1): 211–33.
Tsotetsi, C.T. and Mahlomaholo, M.G., 2013, ‘Teacher professional development programmes: what is missing?’, Journal of Educational Studies 12 (1): 89–102.
Villegas-Reimers, E., 2003, Teacher Professional Development: An International Review of the Literature, Paris: UNESCO International Institute for EducationPlanning.