Developing an intentionally inviting school culture: a case study
| dc.contributor.author | Steyn, Trudie | |
| dc.date.accessioned | 2016-06-14T14:08:17Z | |
| dc.date.available | 2016-06-14T14:08:17Z | |
| dc.date.issued | 2012 | |
| dc.description.abstract | English: Effective professional development (PD) programmes may deepen teachers’ under-standing, transform their assumptions and beliefs and thus change their teaching practice. This article is part of a research project and focuses specifically on the views of teachers from two schools on implementing invitational education (IE) intentionally in their schools to achieve improved learner success. An explorative, descriptive qualitative research design was considered the most suitable method to address the research problem. Purposive sampling was used for the study since it focused on two schools that had applied for the inviting school award from the International Alliance of IE in 2010. An awareness PD programme was conducted at each of the schools. Data was collected obtaining participants’ views in naïve sketches on how they envisaged implementing IE to make their schools intentionally more inviting. The following categories emerged from the data: assuming an intentionally inviting stance; four levels in the IE model; four dimensions in the IE model, and appreciation for the IE workshop. | en_ZA |
| dc.description.abstract | Afrikaans: Effektiewe professionele ontwikkeling (PO) programme verdiep onderwysers se begrip, verander hul aannames en oortuigings wat tot ‘n verandering in hul onderrigpraktyk mag lei. Hierdie artikel is deel van ’n navorsingsprojek en is in besonder gefokus op die menings van onderwysers van twee skole in die doelbewuste implementering van Uitnodigende Onderwys (UO) ten einde leerdersukses te verbeter. ’n Ondersoekende, kwalitatiewe navorsingsontwerp is as die geskikste metode oorweeg om die navorsingsprobleem te benader. Doelbewuste steekproefneming is gebruik vir die studie deur skole wat aansoek vir die uitnodigende skooltoekenning van die International Alliance of Invitational Education in 2010 te identifiseer. ’n Bewuswordingsprogram is by elk van die skole gedoen. Data is ingesamel deur deelnemers aan die program te versoek om by wyse van naïewe sketse te beskryf hoe hulle die doelbewuste implementering van UO in hulle skole beskou. Die volgende kategorieë het uit die data gespruit: waardering vir die UO werkswinkel; die uitnodigende houding; vier vlakke van die UO model, en die vier dimensies van die model. | af |
| dc.description.version | Publisher's version | en_ZA |
| dc.identifier.citation | Steyn, T. (2012). Developing an intentionally inviting school culture: a case study. Acta Academica, 44(1), 191-223. | en_ZA |
| dc.identifier.issn | 0587-2405 (print) | |
| dc.identifier.issn | 2415-0479 (online) | |
| dc.identifier.uri | http://hdl.handle.net/11660/2947 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Professional teacher development | en_ZA |
| dc.subject | Invitational education | en_ZA |
| dc.title | Developing an intentionally inviting school culture: a case study | en_ZA |
| dc.type | Article | en_ZA |