Institutional Repository

Professional development in full-service schools in Dr Ruth S Mompati District in North-West Province

Show simple item record

dc.contributor.advisor Hugo, Anna, 1947-
dc.contributor.author Mobara, Nafiza
dc.date.accessioned 2018-10-17T09:56:42Z
dc.date.available 2018-10-17T09:56:42Z
dc.date.issued 2017-11
dc.identifier.citation Mobara, Nafiza (2017) Professional development in full-service schools in Dr Ruth S Mompati District in North-West Province, University of South Africa, Pretoria, <http://hdl.handle.net/10500/24935>
dc.identifier.uri http://hdl.handle.net/10500/24935
dc.description.abstract The primary aim of the study is to investigate the effectiveness of professional teacher development for a group of teachers at full-service schools (FSSs), who are the implementers of inclusive education according to Education White Paper 6, the inclusive education policy in South Africa. The researcher used ontological and epistemological assumptions, as well as specific social research methodologies. This created a scientific grounding for the findings of the study. The methodology included a qualitative research approach and research design. Focus group interviews and observation were used for data collection. In this study purposive sampling was used. The participants in this study were chosen because of their teaching experience at full-service schools; sampling was therefore done with a purpose. Phenomenology is used in the study to decide what happens in the lived experiences of the focus group interviewees, who were teachers at full-service schools. This helped the researcher to better understand the needs and problems of the participants. During qualitative data analysis the information was organised, arranged and prepared systematically and classified into themes and categories and then coding followed. The analysis showed that in the absence of an appropriate model for professional teacher development for FSSs, the teachers at the schools were not in a position to implement inclusive education adequately. The researcher proposes a framework that is based on the ecological systems theory of Bronfenbrenner, taking the intervention collaborative framework designed by the researcher based on findings and recommendations into consideration. The collaboration among stakeholders in the different levels would encourage teamwork in the development of the FSS teacher. The full-service school teacher is influenced by various elements, the learner with diverse needs in the classroom, members of the management team, the school-based support team and colleagues at school. Members of the district-based support team, the school governing body, as well as members from the wider school community all have an influence on a teacher’s development as a professional person. en
dc.format.extent 1 online resource (xvi, 209 leaves) : color illustrations, color maps en
dc.language.iso en en
dc.subject Full-service school en
dc.subject Education White Paper 6 en
dc.subject School-based support team en
dc.subject Inclusive education en
dc.subject Professional teacher development en
dc.subject Assistive devices en
dc.subject Barriers to learning en
dc.subject Individual support plan en
dc.subject District-based support team en
dc.subject.ddc 370.71068246
dc.subject.lcsh Teachers -- Training of -- South Africa -- Doctor Ruth Segomotsi Mompati District Municipality en
dc.subject.lcsh Teachers -- In-service training -- South Africa -- Doctor Ruth Segomotsi Mompati District Municipality en
dc.subject.lcsh Professional education -- South Africa -- Doctor Ruth Segomotsi Mompati District Municipality en
dc.subject.lcsh Inclusive education -- South Africa -- Doctor Ruth Segomotsi Mompati District Municipality en
dc.title Professional development in full-service schools in Dr Ruth S Mompati District in North-West Province en
dc.type Thesis en
dc.description.department Inclusive Education en
dc.description.degree D. Ed. (Inclusive Education)


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search UnisaIR


Browse

My Account

Statistics