South African Rural Teachers' Reflections on Their Problems of Practice: Taking Modest Steps in Professional Development

Autor/inn/en	Bansilal, Sarah; Rosenberg, Thelma
Titel	South African Rural Teachers' Reflections on Their Problems of Practice: Taking Modest Steps in Professional Development
Quelle	In: Mathematics Education Research Journal, 23 (2011) 2, S.107-127 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-011-0007-2
Schlagwörter	Rural Schools; Intervention; Professional Development; Foreign Countries; Rural Education; Reflection; Teachers; Sample Size; Inservice Education; Evaluation; Lesson Plans; Journal Writing; South Africa + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Ländliche Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Berufsbegleitende Ausbildung; Evaluierung; Lesson planning; Unterrichtsplanung; Zeitschriftenaufsatz; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article reports on a study that was conducted with 41 rural teachers drawn from a larger sample of 691 teachers who were enrolled for an in-service programme at a South African university. As part of the assessment of a research component of the programme, teachers were asked to report on how they designed and carried out an intervention to deal with a problem of practice. The purpose of this study was to examine how the teachers framed their problems of practice in their unique teaching contexts and to examine the strategies they selected in attempts to resolve identified problems of practice. Data for the study was generated from the teachers' research reports on their teaching intervention, together with relevant lesson plans, daily reflections written in a reflective journal, and copies of completed and assessed learners' work. It was found that despite the many constraints under which these teachers worked, there was evidence in the written reflections of teachers taking modest steps towards their own professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10