The development of reading for cross-curricular learning at a special school: a community of practice-approach
| dc.contributor.advisor | Nel, Willy | |
| dc.contributor.author | Herman, Tracey | |
| dc.date.accessioned | 2019-07-10T13:03:58Z | |
| dc.date.available | 2019-07-10T13:03:58Z | |
| dc.date.issued | 2019-01 | |
| dc.description.abstract | This study explored the use of a Community of Practice (CoP) approach to in-service teacher development in the domain of reading for cross-curricular learning at a special school. The following came to the fore in this study: the influence of a teaching philosophy on the implementation of reading for cross-curricular learning; factors that sway the establishment and maintenance of a CoP; advantages and disadvantages of a CoP approach to professional learning; and teachers’ perceptions of both a CoP approach to professional learning and reading for cross-curricular learning at a special school. Participatory Research (PR) was used for this qualitative study which was framed within the theory of Critical Community Psychology. Semi-structured focus group interviews, in the form of Community of Practice Sessions, were the main form of data collection. The data gained were thematically analysed. The findings revealed that teachers need to understand why and how a constructivist approach to teaching and learning benefits learners’ growth and development within a democratic environment. If teachers experience the value of constructivist approach to teaching and learning, they may be more likely to embrace this approach to facilitate the learning process. A CoP can become a support network to teachers as they attempt to support learners who experience barriers to learning such as reading difficulties. This bodes well for practice in inclusive education. It should be noted though, that the support of the principal is fundamental for the establishment and maintenance of a CoP. The teacher autonomy can be strengthened, and reliance on so-called experts can be diminished through participation in a CoP. In this study, the CoP was effective in offering context-specific, school-based, teacher-led professional development about reading for cross-curricular learning. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/10065 | |
| 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 | Thesis (Ph.D. (Psychology of Education))--University of the Free State, 2019 | en_ZA |
| dc.subject | Community of practice | en_ZA |
| dc.subject | Teacher professional development | en_ZA |
| dc.subject | Reading for cross-curricular learning | en_ZA |
| dc.subject | Special school | en_ZA |
| dc.subject | Constructivist approach to teaching and learning | en_ZA |
| dc.title | The development of reading for cross-curricular learning at a special school: a community of practice-approach | en_ZA |
| dc.type | Thesis | en_ZA |