Implementing professional development in invitational education
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Authors
Steyn, G.M.
Issue Date
2005
Type
Article
Language
en
Keywords
Educators' development , professional development , invitational education
Alternative Title
Abstract
The professional development of educators is seen as an ingredient essential to creating
effective schools and raising learners' performance. Since educators have the most
direct contact with learners, and considerable control over what is taught and how it is
taught, it is reasonably assumed that enhancing educators' knowledge, skills and
attitudes is a critical step towards improving learner performance. To `reculture' schools
according to the philosophy of Invitational Education in order to increase learner
performance means to develop collaborative work cultures that focus, in a sustained
way, on the continuous preparation and development of educators in relation to creating
favourable learning conditions for all learners. Moreover, the aim of Invitational
Education is to create an entire school environment that intentionally invites success
for everyone in the school. This article attempts to explain key factors that may influence
the effective implementation of Invitational Education as an example of professional
development for educators. The following major categories are described: learning
styles of educators; educators' commitment to change; transformational leadership; outof-
school conditions; in-school conditions; and requirements of programmes.
Description
Citation
Steyn, G.M. 2005. 'Implementing professional development in invitational education.' Africa Education Review 2(2): 258-278
Publisher
Unisa Press
License
Journal
Volume
Issue
PubMed ID
DOI
ISSN
1814-6627