Benefits and challenges of a teacher cluster in South Africa: the case of Sizabantwana
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Date
2013
Authors
Mitchell, Carol
Jonker, David
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
This article explores teacher clusters as possible mechanisms for teacher development
in dealing with a number of the difficulties facing education in the South African context.
It describes the benefits and challenges experienced by primary school teachers who
are involved in a self-sustaining teacher cluster (development and support group).
This cluster is unique in that it focuses on psychosocial issues confronting the teachers
in their classrooms. The study uses an interpretive qualitative approach to report on
the experiences of the members of the cluster in an attempt to extract some lessons
that may be useful to practitioners in the South African context. This study highlights
the value of using a long-term developmental and organic approach to develop a
community of practice for teacher support and development.
Description
Keywords
Teacher cluster, Psychosocial support, Community of practice, Afrocentric approach
Citation
Mitchell, C., & Jonker, D. (2013). Benefits and challenges of a teacher cluster in South Africa: the case of Sizabantwana. Perspectives in Education, 31(4), 100-113.