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dc.contributor.advisorJita, L. C.
dc.contributor.advisorLetsie, L.
dc.contributor.authorMumhure, Godwin
dc.date.accessioned2017-08-08T09:21:18Z
dc.date.available2017-08-08T09:21:18Z
dc.date.issued2017-01
dc.identifier.urihttp://hdl.handle.net/11660/6526
dc.description.abstractEnglish: The purpose of the study was to establish, from the perspective of the teachers, the efficacy of history subject panels as an innovation for professional development. Specifically, the study focused on gaining insights into how teachers understand history subject panels and their role, the effectiveness of the activities teachers engage in during their meetings and whether history subject panels are an effective vehicle for teacher-learning. The study also focused on the challenges faced by those involved in history subject panels and how history subject panels can be improved to make them effective vehicles for teacher professional development in Zimbabwe. Despite their promise, the debate on the efficacy of subject panels as an innovation for improving teachers’ instructional practices and student achievement is inconclusive. This study contributes new knowledge to this debate by using history subject panels as an example. The study adopted a qualitative research approach and a case study research design to investigate teachers’ perspectives on history subject panels as an innovation for professional development. Using purposive sampling, eight history teachers were selected for the study, five of whom were interviewed extensively individually, while all eight participated in one focus group discussion. Document analysis of the minutes of history subject panels and observations of four history subject panel meetings were conducted to add to the validity of the findings of this study. The study established that the teachers understand history subject panels as a “group of teachers coming together” for the purposes of learning together. This suggests that teachers’ understanding of history subject panels is shaped by what they benefit from participating in and their actual experiences. History subject panels play five critical roles in the professional development of teachers, i.e. the provision of instructional leadership, development of teacher leadership, provision of space for teachers to engage in curriculum analysis, induction of new teachers into the teaching service and the creation of communities of learning for students. It was concluded that the last two roles are unique in that they are rarely found in the literature on teacher professional development in most developing countries. Teachers engage in a variety of job-related activities during their history subject panel meetings such as syllabus interpretation, drawing common schemes and tests for their students, development of essay writing and student assessment skills. These are critical as they focus on improving teachers’ instructional practices and student achievement. The teachers themselves select fellow teachers to organise and coordinate the history panel activities, which they then lead. The teachers determine the agendas and the selection of facilitators for their history subject panel meetings. In terms of structure, workshops for teachers only and seminars involving teachers and students are used. Interactions at history subject panel sessions take the form of candid dialogues. Involvement of teachers in directing their professional development activities increased teacher ownership and commitment to the professional development initiative. The study established that history subject panels are effective in improving teaching and learning in schools. The challenges faced by teachers include inadequate funding of history subject panel activities, unreliable channels of communication, overcrowding at seminars and long distances rural teachers have to travel to workshop/seminar venues. It is recommended that the Ministry of Primary and Secondary Education fund history subject panels and come up with a legal framework to guide teacher professional development through history subject panels. Further research is needed on policies to guide professional development using subject panels and how and whether subject panels can be deepened to increase student learning.en_ZA
dc.description.abstractAfrikaans: Die doel van die studie was om vanuit die onderwysers se perspektief vas te stel wat die doeltreffendheid van geskiedenis onderwerp panele is as ʼn vernuwing vir professionele ontwikkeling.Die studie het spesifiek daarop gefokus om insig te kry op hoe onderwysers geskiedenis onderwerp panele en hul rol verstaan, die doeltreffendheid van die aktiwiteite waarin onderwysers gedurende hul vergaderings betrokke raak en of geskiedenis onderwerp panele effektief is vir onderwyser-leer.Die studie het ook op die uitdagings gefokus wat diegene wat betrokke is in geskiedenis onderwerp panele tee kom asook hoe hierdie panele verbeter kan word om hulle doeltreffend te maak vir onderwysers se professionele ontwikkeling in Zimbabwe.Ten spyte van hul belofte, duur die debat oor die doeltreffendheid van onderwerp panele as ʼn vernuwing om onderwysers se onderrigpraktyke en leerders se prestasie te verbeter voort.Hierdie studie dra nuwe kennis by tot hierdie debat deur geskiedenis onderwerp panele as 'n voorbeeld te gebruik. Die studie het ʼn kwalitatiewe navorsingsbenadering en ʼn gevallestudie navorsingsontwerp gebruik om onderwysers se perspektiewe oor geskiedenis onderwerp panele as ʼn vernuwing vir professionele ontwikkeling te ondersoek.Deur gebruik te maak van doelgerigte steekproefneming, is agt geskiedenis onderwysers vir die studie gekies. Daar is met vyf van die onderwysers afsonderlike, omvattende onderhoude gevoer terwyl al agt in een fokusgroepbespreking deelgeneem het.Die notules van geskiedenis onderwerp panele asook waarnemings van vier geskiedenis onderwerp paneel vergaderingsis deur middel van dokument analise geanaliseer om by te dra tot die geldigheid van hierdie studie se bevindings. Die studie het vasgestel dat onderwysers geskiedenis onderwerp panele verstaan as ʼn “groep onderwysers wat bymekaar kom” om saam te leer.Dit dui daarop dat die onderwysers se begrip van geskiedenis onderwerp panele gevorm word deur die voordeel wat hulle uit hul deelname trek asook hul werklike ervarings. Geskiedenis onderwerp panele speel vyf kritieke rolle in onderwysers se professionele ontwikkeling, m.a.w. voorsiening van instruktiewe leierskap, ontwikkeling van onderwyser leierskap, voorsiening van ʼn omgewing vir onderwysers om betrokke te raak in kurrikulum analise, induksie van nuwe onderwysers tot die onderrigdiens en die skepping van gemeenskappe van leer vir studente.Dit is hierdie studie se gevolgtrekking dat die laaste twee rolle uniek is aangesien dit selde in die literatuur oor onderwyser professionele ontwikkeling in ontwikkelende lande gevind word. Onderwysers raak betrokke in ʼn verskeidenheid werksverwante aktiwiteite gedurende hul geskiedenis onderwerp paneel vergaderings, byvoorbeeld sillabus interpretasie,die teken van algemene skemas en toetse vir hul studente, ontwikkeling van opstelskryf- en leerder assesseringsvaardighede.Hierdie is van kritieke belang aangesien dit daarop fokus om die onderwysers se onderrig praktyke en leerders se prestasie te verbeter. Die onderwysers kies self ander onderwysers om die geskiedenis paneel aktiwiteite te organiseer en koördineer, daarna lei hulle dit dan ook self.Die onderwysers stel die agendas vas en kies die fasiliteerders vir hul geskiedenis onderwerp paneel vergaderings.In terme van struktuur, word werkswinkels alleenlik vir onderwysers gebruik terwyl seminare onderwysers en leerders betrek.Interaksies by geskiedenis onderwerp paneel sessies neem die vorm van openhartige dialoë.Die betrekking van die onderwysers in hul professionele ontwikkelsaktiwiteite het hul eienaarskap en hul toewyding tot die professionele ontwikkelsinisiatief vermeerder.Die studie het vasgestel dat geskiedenis onderwerp panele doeltreffend is in die verbetering van onderrig en leer in skole. Die uitdagings wat onderwysers ondervind sluit in te min befondsing vir geskiedenis paneel aktiwiteite, onrealistiese kommunikasie kanale, oorvol seminare en lang afstande vir onderwysers van landelike gebiede om te reis om die werkswinkels/seminare by te woon. Dit word aanbeveel dat die Ministerie van Primêre en Sekondêre Onderwys die geskiedenis onderwerp panele befonds asook met ʼn regsraamwerk vorendag kom om onderwysers se professionele ontwikkeling by geskiedenis onderwerp panele te lei. Verdere navorsing word benodig oor beleide wat professionele onwikkeling deur middel van onderwerp panele lei asook hoe/of onderwerp panele ontwikkel kan word om leerder se leer te verbeter.af
dc.description.sponsorshipSANRAL Chair in Mathematics, Science and Technology Educationen_ZA
dc.description.sponsorshipUniversity of the Free State, Research Directorateen_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectCollaborationen_ZA
dc.subjectContinuing professional developmenten_ZA
dc.subjectHistory subject panelsen_ZA
dc.subjectPerspectivesen_ZA
dc.subjectProfessional developmenten_ZA
dc.subjectHistory -- Study and teaching Zimbabween_ZA
dc.subjectThesis (Ph.D. (Curriculum Studies))--University of the Free State, 2017en_ZA
dc.titleZimbabwean teachers' perspectives on the history subject panels as an innovation for professional developmenten_ZA
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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