Teachers' perceptions educational policy and the planning of inset: a study in the catholic primary schools of Soweto
| dc.contributor.author | Hunter, Lucienne Windsor Gwendoline | |
| dc.date.accessioned | 2015-08-07T07:41:49Z | |
| dc.date.available | 2015-08-07T07:41:49Z | |
| dc.date.issued | 2015-08-07 | |
| dc.description | A dissertation submitted to the faculty of education University of the witvatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Education December 1983 | en_ZA |
| dc.description.abstract | Teachers ' perceptions,— educational policy and the p l a n n i n g of_iNSET: a study in the Catholic Primary schools of Sowetn interviews with principals, assistant teache.s and certain personnel suggest tnat these teachers (almost exclusively black women) believe that changes in school policy and resources would do more to improve their teaching than would their further professional development. However, they express interest in formal courses leading to ert lfication that carries monetary reward. A strategy is proposed for a programme of in-service education for these teachers that takes into account the above and other tendings, the evolving theoretical and policy perspectives of the Catholic church (both international and South African), relevant facets of the national context, and current thi; Lng on INSET. This programme is embedded in a general process of school improvement and is seen as a normal part of the professional development of the teacher, he learning-process model of innovation used is nonr 1V e ' Participative and school focussed, and involves collaborative evaluation. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/10539/18205 | |
| dc.language.iso | en | en_ZA |
| dc.subject.lcsh | Teachers -- In-service training -- South Africa -- Soweto. | |
| dc.title | Teachers' perceptions educational policy and the planning of inset: a study in the catholic primary schools of Soweto | en_ZA |
| dc.type | Thesis | en_ZA |
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