Exploring the use of professional learning communities to enhance history curriculum implementation in the FET phase
| dc.contributor.advisor | Moreeng, Boitumelo | en_ZA |
| dc.contributor.author | Mbanjwa, Asanda Nompumelelo | en_ZA |
| dc.date.accessioned | 2024-06-19T13:58:36Z | |
| dc.date.available | 2024-06-19T13:58:36Z | |
| dc.date.issued | 2023 | en_ZA |
| dc.description | Dissertation (M.Ed.(Social Science and Commerce Education))--University of the Free State, 2023 | en_ZA |
| dc.description.abstract | South Africa’s education system has changed drastically since the country’s turn to democracy in 1994. The curriculum is anticipated to evolve as the educational system changes. This means that teachers must always adjust to a system that is constantly changing because they are responsible for teaching and helping studnets learn. However, there has been a significant concern that teacher development has not been supported by these reforms. More effective teacher development initiatives are thus necessary because the main objective of teacher development is to improve classroom practice and learning outcomes in South African schools. This study investigated professional learning communities as a new teacher development initiative in the FET phase. The aim was to explore the use of professional learning communities to enhance history curriculum implementation in the FET phase. The study was positioned within the constructivism paradigm and a qualitative approach was adopted. Semi-structured interviews were used. Five history teachers were purposively selected and interviewed. The study was based at UMgungundlovu district in KwaZulu-Natal. Findings reveal that teachers use professional learning communities (PLCs) as a form of collaboration, mostly in cluster meetings. Findings also show that teachers understand PLCs as they engage in different activities during PLCs. This includes content discussion based on content knowledge of a subject. Several researchers agree on the following features of professional learning communities: shared vision, values and goals, collegiality and collaborative learning, supportive conditions, shared personal practice, a collective focus on student learning, and shared trust and leadership. Findings also revealed that strategies for PLCs are workshops, peer learning, lesson study and intergrating ICT as well as assessments. However, clusters do not demonstrate all the features of professional learning communities. As a result, it is vital for the Department of Basic Education to build clusters so that they operate as professional learning communities. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12628 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | PLCs | en_ZA |
| dc.subject | CoP | en_ZA |
| dc.subject | Asset-based | en_ZA |
| dc.subject | Curriculum | en_ZA |
| dc.subject | Curriculum implementation | en_ZA |
| dc.title | Exploring the use of professional learning communities to enhance history curriculum implementation in the FET phase | en_ZA |
| dc.type | Dissertation |