Professional development networks: from transmission to co-construction
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Date
2015
Authors
Ngcoza, Ken
Southwood, Sue
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
This article offers an extract of a qualitative case study focused on collaborative
professional development of science teachers in a transformative continuous
professional development (TCPD) network, whose aim is the professional development
of science teachers with a view to improving praxis. Teacher narratives generated
through an iterative process of active interviews are analysed inductively and themes
are identified. Insights shared in this article focus on teachers’ ways of working
with knowledge and how this was influenced. The study reveals that the ways in
which the teachers are taught at times inhibit innovation, perpetuating transmissive
approaches to teaching and learning. Lack of professional development and support,
and tensions between policy formulation and implementation, also exacerbated the
problem. The study, however, reveals a shift in ways of working with knowledge – a
shift from the transmission of knowledge to the co-construction of knowledge.
Description
Keywords
Professional development, Networks, Reciprocity, Reflexivity, Responsibility, Transmission, Co-construction, Knowledge
Citation
Ngcoza, K., & Southwood, S. (2015). Professional development networks: from transmission to co-construction. Perspectives in Education, 33(1), 1-11.