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Educators’ perceptions of continuing professional development for teachers in South Africa: a qualitative study

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dc.contributor.author Steyn, G.M.
dc.date.accessioned 2014-05-30T09:53:45Z
dc.date.available 2014-05-30T09:53:45Z
dc.date.issued 2010
dc.identifier.citation Steyn GM 2010. Educators’ perceptions of continuing professional development for teachers in South Africa: a qualitative study, African Education Review, 7(1):156-179. en
dc.identifier.uri http://hdl.handle.net/10500/13520
dc.description.abstract The effectiveness of educational reform initiatives depends on the quality of teachers. Professional development (PD) of teachers has therefore become a major focal point of school improvement initiatives. The National Policy Framework for Teacher Education and Development (2007) attempts to address the need for suitably qualified teachers in South Africa. The study discussed in this article was qualitative within purposefully selected schools. Its aim was to explain educators’ perceptions of continuing professional development in the light of the national policy. The following major findings emerged from the data analysis: (1) overall view of PD in the education system, (2) experience of types of PD programmes, and (3) impact of PD programmes on schools. en
dc.description.sponsorship This work is based upon research supported by the National Research Foundation in South Africa en
dc.language.iso en en
dc.subject professional development for teachers, continuing professional development, National Policy Framework for Teacher Education and Development en
dc.title Educators’ perceptions of continuing professional development for teachers in South Africa: a qualitative study en
dc.type Article en
dc.description.department Educational Leadership and Management en


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