An Investigation of Teachers’ Collaborative Learning in a Continuous Professional Development Programme in South African Special Schools

2016 ◽  
Vol 52 (2) ◽  
pp. 157-171 ◽  
Author(s):  
Maria Elizabeth Kempen ◽  
Gertruida Maria Steyn
Keyword(s):  
Professional Development ◽  
School Improvement ◽  
South African ◽  
School Change ◽  
Development Programme ◽  
Continuous Professional Development ◽  
Special Schools ◽  
Support Materials ◽  
Whole School ◽  
Professional Development Programme

Professional development of teachers has been found to be a key initiative in raising standards in South African schools. The aim of this study was to establish the value of the continuous professional development programme on teachers’ learning, learners’ outcomes and whole school change in six special schools in South Africa. The focus was on the adaptation of ‘Learn Not to Burn’, a fire safety programme, and teacher and learner support materials for an inclusive classroom. The study proved that a staff development model based on collaborative networking in the specific context of special education can bring about significant social capital with gain particularly in teachers’ professional capacity, learner outcomes and whole school improvement.

scholarly journals Psychometric Properties of 2018 Mental Health Module Questions in Ogun State Mandatory Continuous Professional Development Programme for Nurses

2020 ◽  
Vol 5 (6) ◽  
pp. 1523-1525
Author(s):  
OWOEYE, Isaiah Dada RN, RNE, RPN ◽  
Temitope Elizabeth RN, RNE, RPN ◽  
OLOWOLAFE, Emmanuel Omoniyi RN, RM ◽  
MAKANJUOLA, John Osuolale RN, RPHN, RNE ◽  
OGUNFOWOKAN, Temitope Rukayat RN, RM
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Psychometric Properties ◽  
Cross Sectional Study ◽  
Development Programme ◽  
Continuous Professional Development ◽  
Cross Sectional ◽  
Test Items ◽  
Ogun State ◽  
Professional Development Programme

There is a need for instrument standardization to elicit a desired result in the subjects. The study assessed the psychometric properties of 2018 Mental health module questions in Ogun State Mandatory Continuous Professional Development Programme for Nurses. A cross-sectional study was used on the pre and post module results from the participants. Data analysis was done with SPSS window 17. The result showed an internal consistency of 0.249 and reliability coefficient of -0.1. The study concluded that there was inconsistency in the structure of the test items. The recommendation was made that experts in psychometric properties could be involved in the structure of the test items before its administration to nurses.

scholarly journals Developing inquiry-based teaching and learning in Family Maths programme facilitators

Pythagoras ◽  
2007 ◽  
Vol 0 (66) ◽  
Author(s):  
Pam Austin ◽  
Paul Webb
Keyword(s):  
Professional Development ◽  
South African ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Development Programme ◽  
Department Of Education ◽  
Transformative Education ◽  
Qualitative And Quantitative Methods ◽  
Nelson Mandela ◽  
Professional Development Programme

The inquiry-based Family Maths professional development programme, offered by the Nelson Mandela Metropolitan University, attempts not only to support the transformative education practices targeted by the South African National Department of Education, but also to extend them beyond the school walls to the community at large. This study investigates the extent to which this programme develops facilitators’ ability to implement inquiry-based learning. The research undertaken uses both qualitative and quantitative methods in an empirical study of 39 facilitators. The facilitators’ inquiry beliefs and ability to implement inquiry learning was measured by means of questionnaires, observation schedules and interviews. Data generated by the study reveal that both the facilitators’ understanding and practice of inquiry improved as they progressed through the novice, intermediate and veteran categories of the Family Maths professional development programme.

The K.O.A.L.A.™ Continuous Professional Development Programme: An Integral Part of the Lifelong Learning Continuum

Journal SOGC ◽  
1999 ◽  
Vol 21 (11) ◽  
pp. 1065-1075
Author(s):  
Michael Fung Kee Fung ◽  
Lora Temple ◽  
Mark Walker ◽  
Karen Fung Kee Fung ◽  
J. Kenneth Milne
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Development Programme ◽  
Continuous Professional Development ◽  
Professional Development Programme

scholarly journals Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels

2021 ◽  
Vol 13 (11) ◽  
pp. 6410
Author(s):  
Merce Garcia-Mila ◽  
Andrea Miralda-Banda ◽  
Jose Luna ◽  
Ana Remesal ◽  
Núria Castells ◽  
...  
Keyword(s):  
Professional Development ◽  
Children And Adolescents ◽  
Development Programme ◽  
Cultural Literacy ◽  
Educational Levels ◽  
Dialogic Teaching ◽  
Short Films ◽  
Living Together ◽  
Diverse World ◽  
Professional Development Programme

In a highly diverse world, cultural literacy is an essential tool for living together in harmony, and dialogic teaching may be a way to promote and develop it among children and adolescents. We define cultural literacy as a set of attitudes (inclusion, tolerance, and empathy) and skills (dialogic argumentation) needed to understand others in our everyday lives. This paper focuses on the effect of a professional development programme to promote dialogue and argumentation to help children and adolescents overcome pre-existing stereotypes and prejudices and foster students’ participation in discussions that contrast divergent viewpoints. This was done through debates on social responsibility issues, living together, and belonging as presented in books and short films addressing the following topics: citizenship, the celebration of diversity, democracy, globalisation, human rights, cooperation, sustainable development, and climate change. After the professional development programme was implemented, we video-recorded two of the 15 student–teacher interaction sessions during the project’s implementation (session #3 and session #8). We analysed the data using a validated coding scheme across three educational levels (three preschool, four primary school, and four secondary school classrooms). We observed moderate gains in secondary education and preschool, but statistically significant gains in primary education.

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