Stories of change: The case of a foundation phase teacher professional development programme
South African Journal of Childhood Education
| Field | Value | |
| Title | Stories of change: The case of a foundation phase teacher professional development programme | |
| Creator | Brown, Bruce Wilmot, Di Ash, Margie Paton | |
| Description | The study reported in this article responds to the need for empirical studies that provide evidence of positive change in education at the micro-level of the classroom – an important component of the complex education environment in South Africa. This article describes teachers’ and principals’ reports of micro-level changes that occurred during a professional development programme for foundation phase teachers at a South African university. An overview of the principles underpinning the programme design and implementation is given, followed by a description of the qualitative research design and grounded theory methodology used to research changes in the practices of teachers participating in the programme. The study provides evidence of changes in the classroom and professional practice of the teachers, aligned with changes in academic practice and children’s learning in the classroom. We argue that the programme’s strong orientation to practice, its focus on teachers’ understanding of children, and the model of teacher professional development that is located in reflexive practice together may have facilitated positive changes in the teachers’ practices. | |
| Publisher | AOSIS | |
| Date | 2015-09-04 | |
| Identifier | 10.4102/sajce.v5i1.356 | |
| Source | South African Journal of Childhood Education; Vol 5, No 1 (2015); 19 pages 2223-7682 2223-7674 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajce.co.za/index.php/sajce/article/view/356/95
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