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Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) project

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dc.contributor.advisor Jita, L. C. (Prof.)
dc.contributor.advisor Dzvimbo, K. P. (Prof.)
dc.contributor.author Mokhele, Matseliso Lineo
dc.date.accessioned 2011-09-30T08:31:51Z
dc.date.available 2011-09-30T08:31:51Z
dc.date.issued 2011-08
dc.identifier.uri http://hdl.handle.net/10500/4871
dc.description.abstract Continuing Professional Development (CPD) of teachers is increasingly becoming a priority in most countries throughout the world. It is widely viewed as the most effective approach to prepare teachers adequately, and to improve their instructional and intervention practices, for when they enter the workforce (Fraser et al 2007). Despite the general acceptance of CPD programmes as essential to the improvement of education, reviews of professional development research constantly point out the ineffectiveness of most of these programmes (see Cohen and Hill, 1998 and 2000). Furthermore, many teachers express dissatisfaction with the professional development opportunities made available to them in schools and insist that the most effective development programmes they have experienced have been self-initiated (National Research Council, 2007). There is a consensus that many CPD programmes have yet to understand professional development from a teacher‘s perspective. This perspective acknowledges what drives teachers to enlist in these programmes and how such programmes can make a difference to them and their classrooms. Therefore, this study seeks to return the emphasis of professional development to the teachers. The study explores the teachers‘ perspectives of CPD in general, the personal meaning of CPD, and its meaning in the context of their work. By interviewing the teachers who were part of the Mpumalanga Secondary Science Initiative (MSSI) project (a seven year science and mathematics professional development intervention), I explore: the teachers‘ opinions of the intervention; its meaning to them and their work; and its impact on their classroom practices and students for the duration of the intervention and beyond. In this study, I explore data from an extensive and longitudinal study of teachers who were part of the CPD programme in greater detail. In discussing my data, I propose that CPD, however well intentioned and executed, is received differently by each teacher as a result of their personal circumstances and investment in the programme. I argue that the greater the unity between the personal circumstances and motivations of the teachers and those of the CPD intervention, the more likely the outcome will be meaningful for the participating teachers. In turn, the ability to sustain the benefits of the intervention will be enhanced. en
dc.format.extent 1 online resource (xii, 218 leaves : ill., map)
dc.language.iso en en
dc.subject Continuing professional development en
dc.subject Teacher perspectives en
dc.subject Classroom practices en
dc.subject Continuing professional development programme en
dc.subject.ddc 370.7116827
dc.subject.lcsh Mpumalanga Secondary Science Initiative
dc.subject.lcsh Science teachers -- Training of -- South Africa -- Mpumalanga -- Case studies
dc.subject.lcsh Science teachers -- South Africa -- Mpumalanga -- Attitudes -- Case studies
dc.subject.lcsh Mathematics teachers -- Training of -- South Africa -- Mpumalanga -- Case studies
dc.subject.lcsh Mathematics teachers -- South Africa -- Mpumalanga -- Attitudes -- Case studies
dc.title Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) project en
dc.type Thesis en
dc.description.department Further Teacher Education
dc.description.degree D.Ed. (Curriculum Studies)


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