A critical investigation into the nature and quality of in-service Education and Training programmes for Further education and training (FET) mathematics teachers in the Greater Taung area
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Authors
Owusu-Mensah, James
Issue Date
2009-08-25T11:03:20Z
Type
Thesis
Language
en
Keywords
In-service education and training , professional development , Mathematics Education , content knowledge , monitoring and supervision , continuous development , Mathematics teachers , knowledge and skills , workshops , school-based inset , quality of teachers
Alternative Title
Abstract
The study investigated the nature and quality of in-service education and training programmes organized for Further Education and Training (FET) mathematics teachers in the Greater Taung Area. The researcher is of the contention that more could be done to improve the process and the effectiveness of in-service training in the area. An extensive literature study provides a theoretical foundation and exposes some critical issues for effective in-service training programmes. The qualitative approach is used in the case study.
The data were analysed through inductive analysis. The major research findings are that there are no formal processes of identifying the needs of mathematics teachers and further, teachers are not monitored and supervised after in-service sessions.
It is recommended that the needs of teachers be identified by the school before inset. For effective monitoring and supervision of mathematics teachers after inset, it is recommended that each cluster within the Area Project Office (APO) should have a subject specialist for mathematics.
Description
Citation
Owusu-Mensah, James (2009) A critical investigation into the nature and quality of in-service Education and Training programmes for Further education and training (FET) mathematics teachers in the Greater Taung area, University of South Africa, Pretoria, <http://hdl.handle.net/10500/2422>