scholarly journals Lived experiences of Educators in relation to CPTD within the Johannesburg West District High Schools

2020 ◽  
Author(s):  
King Costa ◽  
Nisi Thusi
Keyword(s):  
South African ◽  
Teacher Development ◽  
Lived Experiences ◽  
Basic Education ◽  
Research Question ◽  
South African Council ◽  
Negative Experiences ◽  
Leadership Support ◽  
Professional Teacher ◽  
Statutory Body

Continuing Professional Teacher Development (CPTD) is empowerment and enhancement of professionalism and competence of Educators within the education system, whether public or private sector. The Department of Basic Education implemented a standardized CPTD program throughout the schooling system, which is monitored and managed by a statutory body known as SACE (South African Council of Educators). This study sought to describe lived experiences of educators in relation to implementation of CPTD in Johannesburg West District. The study was designed within the interpretivist paradigm, employing phenomenology as a strategy of inquiry. 10 educators were selected purposively for interviews, which were recorded with permission of participants. The recording was critical for demonstration of member checking and audit trail required for rigor determination in qualitative research. Through thematic data analysis, the study generated three themes in pursuit of answering the research question, which were (1) Mentorship Vacuum, (2) Dis-interest and inertia and (3) Leadership Support. Whereas the first two themes report the negative experiences educators have had with CPTD, the last them reflected that participants had some form of leadership support.

scholarly journals Graphical presentation of Lived Experiences of Educators in relation to CPTD within the Johannesburg West District High Schools

2020 ◽  
Author(s):  
Nisi Thusi ◽  
King Costa
Keyword(s):  
South African ◽  
Teacher Development ◽  
Lived Experiences ◽  
Basic Education ◽  
Research Question ◽  
South African Council ◽  
Negative Experiences ◽  
Leadership Support ◽  
Statutory Body ◽  
Graphical Presentation

Continuing Professional Teacher Development (CPTD) is empowerment and enhancement of professionalism and competence of Educators within the education system, whether public or private sector. The Department of Basic Education implemented a standardized CPTD program throughout the schooling system, which is monitored and managed by a statutory body known as SACE (South African Council of Educators). This study sought to describe lived experiences of educators in relation to implementation of CPTD in Johannesburg West District. The study was designed within the interpretivist paradigm, employing phenomenology as a strategy of inquiry. 10 educators were selected purposively for interviews, which were recorded with permission of participants. The recording was critical for demonstration of member checking and audit trail required for rigor determination in qualitative research. Through thematic data analysis, the study generated three themes in pursuit of answering the research question, which were (1) Mentorship Vacuum, (2) Dis-interest and inertia and (3) Leadership Support. Whereas the first two themes report the negative experiences educators have had with CPTD, the last them reflected that participants had some form of leadership support.

scholarly journals Teachers’ Views on the Utility of the Teacher’s File

2018 ◽  
Vol 6 (05) ◽  
Author(s):  
Enos Moeti Makhele
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Teacher Development ◽  
Basic Education ◽  
Management Tool ◽  
Learning Assessment ◽  
Experiential Learning Theory ◽  
Professional Teacher ◽  
Research Findings ◽  
Teaching Learning

In 2010, the Department of Basic Education instructed its teachers to maintain a teacher's file. This article reports on a research project which described teachers’ views on the utility of the teacher’s file and its relationship to skill of reflection related continuous professional teacher development (CPTD). The research described the meaning and the sense teachers attached to maintaining this file in the light of assumptions and principles of the experiential learning theory (ELT).  It also probed ideas related to how the file could be improved and developed into a resource that contributes to the professional development of teachers in terms of teaching, learning and assessment (TLA). The study utilized interviews and document study as tools to collect data which were later analyzed and interpreted to arrive at the research findings and recommendations. The study found that all teachers regarded the teachers' file as an administrative tool which had nothing to do with their own professional development. They regarded it as a management tool which was meant to monitor them. The study found that to acquire more meaning to the teacher, the file must be enhanced to include more teacher advancement related matters. In view of the teachers' feelings that the file was purely administrative, the Department of Basic Education could review its current format and render it relevant to the professional development of the teacher. The aspects of professional development must include specific areas such as teaching, learning, assessment, classroom management and administration.

scholarly journals Stakeholders’ Support for Large Scale Assessment in Schools: A Case of Annual National Assessment (ANA) in South African Schools

2020 ◽  
pp. 103-113
Author(s):  
Oluwatoyin Ayodele Ajani ◽  
Nonhlanhla Doris F. Khumalo ◽  
Mncedisi C. Maphalala ◽  
Samantha Govender
Keyword(s):  
South African ◽  
Teacher Development ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Large Scale ◽  
Basic Education ◽  
National Assessment ◽  
Large Scale Assessment ◽  
Scale Assessment ◽  
Standardised Testing

Assessment is a crucial aspect of teaching and learning; it includes various means of assessing what learners could reproduce as product of learning. Annual National Assessment (ANA) is a large scale assessment with the sole aim of measuring learners’ achievement, growth and progress. Since the introduction and implementation of ANA in 2010, the analysis of the results from 2011 to 2014 has shown very little improvement in learner performance. This qualitative study sought to ascertain how stakeholders supported standardised testing to overcome its limitations, and can be used to improve teaching and learning in South African schools. The theoretical framework that underpins this study is the Hard Accountability Model. Themes were generated from the collected data from ten English teachers, ten Mathematics and ten Heads of Departments from ten grade six primary schools in King Cethswayo district, Kwa-Zulu Natal Province of South Africa. Findings revealed that stakeholders did not support adequately ANA to fulfil its purpose in schools. The study also indicated inadequate teacher development programmes to regularly capacitate teachers on how to improve ANA results. The study therefore recommended that the Department of Basic Education should ensure that teacher developmental programmes are conducted while curriculum advisors and School Management Teams should strengthen their supervision and monitoring in schools.

Recontextualising the teaching of commercial transactions law for an African university

Acta Juridica ◽  
2021 ◽  
Vol 2021 ◽  
pp. 275-296
Author(s):  
A Hutchison
Keyword(s):  
South African ◽  
Life Experiences ◽  
First Century ◽  
Student Life ◽  
South African Council ◽  
Protest Movements ◽  
African Higher Education ◽  
University Of Cape Town ◽  
The University ◽  
South African Higher Education

This article reflects on the changing political environment in South African higher education and offers one potential view of the future of contract law teaching in the twenty-first century. Specifically, the author discusses changes made to the final-level LLB course, Commercial Transactions Law, at the University of Cape Town. These changes were inspired by the #MustFall protest movements and also incorporated the requirements of the South African Council on Higher Education’s 2018 report on the LLB degree. In essence, this involved a recontextualisation of the component topics to speak to a broader range of student life experiences, as well as an attempt to incorporate more materials focused on social justice or which are characteristically ‘African’.

The role of principals in school health promotion in South Africa: a qualitative study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Siphokazi Kwatubana ◽  
Velaphi Aaron Nhlapo ◽  
Nomsa Moteetee
Keyword(s):  
Health Promotion ◽  
Teacher Development ◽  
School Health ◽  
School Principals ◽  
Development Programme ◽  
Health Improvement ◽  
School Health Promotion ◽  
Content Type ◽  
Professional Teacher

PurposeSchool principals are presumed to be pillars of school health promotion implementation. Their understanding of their role could enhance school health promotion. This study aims to investigate how principals understood their role in school health promotion.Design/methodology/approachIn this study, semi-structured interviews were conducted with six school principals who participated and completed the first cycle of the Continuous Professional Teacher Development programme that was offered by the South African Council of Educators. Snowball sampling was used to sample participants.FindingsThe findings of this study showed that principals did not differentiate between concepts of health-promoting schools and school health promotion, the meaning was the same for them. They focused on any health improvement within the schools, regardless of its conceptual nature. The second finding pertains to the role of the principal as a manager, while the third was on expedition of collaborations and partnerships.Research limitations/implicationsThis research was limited to school principals who completed the Continuous Professional Teacher Development programme. It, therefore, does not include perceptions of other principals.Originality/valueThe study findings suggest that despite inability of schools in poor communities to implement effective school health programmes, the principals of the sampled schools were aware of their roles. This is positive, as the efforts to enhance health promotion initiatives would focus on developing and empowering principals to improve their performance.

scholarly journals A case study of two teacher learning communities in KwaZulu-Natal, South Africa

2021 ◽  
Vol 41 (3) ◽  
pp. 1-15
Author(s):  
Free-Queen Bongiwe Zulu ◽  
Tabitha Grace Mukeredzi
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Teacher Learning ◽  
South African ◽  
Professional Learning ◽  
Basic Education ◽  
Local Level ◽  
Education And Development ◽  
Teacher Learning Communities

In the Integrated Strategic Planning Framework for Teacher Education and Development, a South African policy, the Department of Basic Education (DBE) and the Department of Higher Education (DHET) call for the formation of professional learning communities and envisage support for teachers and access to enhanced professional development opportunities at the local level. However, the formation and operation of professional learning communities in a South African context is still unclear. In this article we use the concept of professional learning communities to examine the extent to which 2 teacher learning communities operate as professional learning communities. We used interviews, observations, survey questionnaires and document analysis to generate data. The findings of the study reveal that the 2 teacher learning communities were initiated by the DBE and not by teachers. However, the size of 1 teacher learning community and the nature of its functioning seemed to adhere to the characteristics of a professional learning community while the other did not. The findings indicate that professional learning communities that operate in developing contexts might be functional when all the stakeholders play a meaningful role in supporting professional learning communities.

scholarly journals THE RIGHT TO MOTHER-TONGUE EDUCATION: PRACTICABLE OR NOT?

Obiter ◽  
2021 ◽  
Vol 34 (2) ◽  
Author(s):  
Chrizell Chürr
Keyword(s):  
South African ◽  
Basic Education ◽  
Mother Tongue ◽  
Cumulative Effect ◽  
The South ◽  
National Education ◽  
Mother Tongue Education ◽  
South African Constitution ◽  
The Right ◽  
South African Schools Act

Mother-tongue and mother-tongue education are recognized worldwide as one of the most efficient ways to function cognitively and socially. This article addresses the role of proper mother-tongue education with an emphasis on the importance of “language” since language is vital to a child’s right to a basic education in all its dimensions. Without mother-tongue education, every child’s right to learn and to become a skilful adult, able to participate independently in society, is at risk. The cumulative effect of the South African Constitution, the National Education Policy Act, the South African Schools Act, several international instruments and a number of ground-breaking cases, as well as the interaction between them on mother-tongue education will be examined. The implementation of certain education models will also be proposed.

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