Reframing professional development for South African schools: An appreciative inquiry approach

Abstract

Often research on the professional development (PD) of staff is framed within a problem-based context that focuses on the PD-related problems experienced by staff. This study pursued a different approach by using the appreciative inquiry (AI) theoretical perspective to study the positive experiences of staff in respect of PD and their desire to improve the practice of PD even further. A qualitative study was carried out among four schools with maximum variance. The findings reveal the main aim of continuing PD, the changing attitudes engendered by PD, the prominent role of the principal and the requirements for effective PD programmes including the selection of facilitators, appropriate venues and the timing and duration of workshops as well as feedback on workshops. The study provides evidence that an AI approach may be used as a basis for identifying guidelines on improving PD practice. The article concludes with implications of the findings for principals of schools.