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Early schooling teachers’ learning from a formal teacher development programme in South Africa

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  • Christiansen, Iben
  • Bertram, Carol

Abstract

Continuing professional development for teachers is seen as an important factor in improving South African education. However, few studies have interrogated the extent to which teachers develop their professional knowledge and competencies by attending formal professional development programmes offered by universities. The purpose of the paper is to compare the results of two tests, which we designed to measure the professional learning of the Foundation Phase (Gr R – Gr 3) teachers who enrolled on an Advanced Certificate for Teaching (ACT) programme, offered by the University of KwaZulu-Natal in South Africa. We designed a pen-and-paper test which the participants completed in February 2014 when they enrolled on the ACT programme and then again in October 2015, when they had completed the two-year part-time programme. A comparison of the test results indicate that teachers may have developed slightly more confidence in some areas, that some shifted their beliefs about teaching and learning yet not always in the desired direction, and that the improvement in conceptual knowledge appeared rather limited. We discuss a range of possible explanations for this.

Suggested Citation

  • Christiansen, Iben & Bertram, Carol, 2019. "Early schooling teachers’ learning from a formal teacher development programme in South Africa," International Journal of Educational Development, Elsevier, vol. 66(C), pages 78-87.
    • Handle: RePEc:eee:injoed:v:66:y:2019:i:c:p:78-87
    DOI: 10.1016/j.ijedudev.2019.01.004
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    References listed on IDEAS

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    1. Venkat, Hamsa & Spaull, Nic, 2015. "What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007," International Journal of Educational Development, Elsevier, vol. 41(C), pages 121-130.
    2. Fleisch, Brahm & Schöer, Volker & Roberts, Gareth & Thornton, Amy, 2016. "System-wide improvement of early-grade mathematics: New evidence from the Gauteng Primary Language and Mathematics Strategy," International Journal of Educational Development, Elsevier, vol. 49(C), pages 157-174.
    3. Dubeck, Margaret M. & Jukes, Matthew C.H. & Brooker, Simon J. & Drake, Tom L. & Inyega, Hellen N., 2015. "Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya," International Journal of Educational Development, Elsevier, vol. 41(C), pages 88-96.
    4. Wang, Dan & Wang, Jingying & Li, Hui & Li, Ling, 2017. "School context and instructional capacity: A comparative study of professional learning communities in rural and urban schools in China," International Journal of Educational Development, Elsevier, vol. 52(C), pages 1-9.
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