Meeting Teacher Expectations in a DL Professional Development Programme--A Case Study for Sustained Applied Competence as Programme Outcome

Autor/inn/en	Kruger, Cornè Gerda; Van Rensburg, Ona Janse; De Witt, Marike W.
Titel	Meeting Teacher Expectations in a DL Professional Development Programme--A Case Study for Sustained Applied Competence as Programme Outcome
Quelle	In: International Review of Research in Open and Distributed Learning, 17 (2016) 4, S.50-65 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Countries; Teacher Attitudes; Expectation; Distance Education; Professional Development; Sustainability; Teacher Competencies; Qualitative Research; Correlation; Developing Nations; Pedagogical Content Knowledge; Theory Practice Relationship; Teacher Motivation; Program Implementation; Program Evaluation; Mixed Methods Research; Professionalism; Case Studies; Faculty Development; South Africa + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Expectancy; Erwartung; Distance study; Distance learning; Fernunterricht; Nachhaltigkeit; Lehrkunst; Qualitative Forschung; Korrelation; Developing country; Developing countries; Entwicklungsland; Pädagogische Kompetenz; Theorie-Praxis-Beziehung; Programme evaluation; Programmevaluation; Professionalität; Case study; Fallstudie; Case Study; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Meeting teacher expectations for a professional development programme (PDP) is expected to strengthen sustainable applied competence as programme outcome since teachers will be more motivated to apply the programme content in practice. A revised distance learning (DL) programme was augmented by a practical component comprising a work-integrated portfolio and audio-visual material, aimed to support the applied competence of practising teachers in the South African context. An evaluation of the way the programme measured up to teacher expectations was deemed critical for future DL programme design. A qualitative study based on an interpretivist philosophical approach collected data of teacher expectations "for" and "of" the practical component through multiple methods. Their contributions were linked with four main themes related to applied competence as identified in the literature. Participant expectations and experiences with regards to each theme were compared by means of electronic coding through ATLASti™. The findings show a strong correlation between expectations "for" and experiences "of" the way the practical component supports the elements of applied competence. Since DL is viewed as a viable and cost effective way to improve teacher competence in developing countries, these findings serve as impetus for further investigation and refining ways to support applied competence in a distance learning professional development programme (DL PDP). (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01