The value of school-initiated professional development in South African schools: a case study of two schools in two Gauteng districts

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dc.contributor.author Ryan, Ellenore Dinah
dc.date.accessioned 2008-06-03T06:41:34Z
dc.date.available 2008-06-03T06:41:34Z
dc.date.issued 2008-06-03T06:41:34Z
dc.identifier.uri http://hdl.handle.net/10539/4917
dc.description.abstract The purpose of this research report is to record and analyse the school initiation and implementation of Professional Development for teachers in South African schools. The literature review highlights a number of key terms, namely: professionalism, the status of teachers, teacher appraisal and accountability and instructional improvement. Two significant findings are 1) that teachers find that the new curriculum intensifies their work, leading to some form of de-professionalization, and 2) that teachers prefer professional development related to discipline and classroom management rather than instructional improvement. en
dc.format.extent 214446 bytes
dc.format.extent 11142 bytes
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.language.iso en en
dc.subject Teacher status en
dc.subject Professionalism en
dc.subject Accountability and de-professionalization en
dc.subject School-initiated professional development en
dc.subject Instructional improvement en
dc.title The value of school-initiated professional development in South African schools: a case study of two schools in two Gauteng districts en
dc.type Thesis en


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