Professional Development during a Period of Change: A Small-Scale Case Study Exploring the Effect of Context on Practice in a South African Rural School

Autor/in	Bryan, Chris
Titel	Professional Development during a Period of Change: A Small-Scale Case Study Exploring the Effect of Context on Practice in a South African Rural School
Quelle	In: Professional Development in Education, 37 (2011) 1, S.131-141 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
Schlagwörter	Foreign Countries; Educational Change; Social Change; Case Studies; Rural Schools; Faculty Development; Barriers; Time Perspective; Racial Segregation; Economic Factors; Lesson Plans; Observation; Interviews; Measures (Individuals); Diaries; Elementary Schools; South Africa + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Sozialer Wandel; Case study; Fallstudie; Case Study; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Zeitbezug; Rassentrennung; Ökonomischer Faktor; Lesson planning; Unterrichtsplanung; Beobachtung; Interviewing; Interviewtechnik; Messdaten; Diary; Tagebuch; Elementary school; Grundschule; Volksschule; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Education in post-apartheid South Africa has undergone considerable change in recent years and is seen as providing the key to reform and social transformation. However, despite many government policies designed to improve the quality of teaching and learning, education continues to present challenges, particularly within the area of professional development. This small-scale case study sets out to explore how context affects practice in a senior primary school in Limpopo Province, South Africa. Data collection was by semi-structured interview of the principal and teachers, classroom observation and learner diaries. The findings suggest that within this semi-rural school, historical and socio-economic factors significantly influence professional practice. It is proposed that professional development should be a process of personal growth requiring pedagogical understanding within a contextual framework of the individual, the school and society. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10