Teacher professional development programmes: what is missing?
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Date
2013
Authors
Tsotetsi, Cias T.
Mahlomaholo, Sechaba M. G.
Journal Title
Journal ISSN
Volume Title
Publisher
University of Venda
Abstract
Professional development of teachers is a cornerstone for the provision of quality teaching
and learning in an education system in a country. Studies affirm that effective professional
development programmes of teachers stand at the centre of proposals for improving the quality of
teaching and the transformation of education. The Integrated Quality Management System (IQMS)
has been put in place to develop the competencies of teachers in South Africa. A major problem in
professional development programmes of teachers offered is that teacher competencies seem not
to be improving as envisaged, mainly because of problems experienced in implementation. For
example, challenges to the IQMS include a tendency to lose sight of the objectives of its processes.
The focal point in implementation becomes securing awards rather than improving the quality of
teaching and learning, because the same instrument is used for development and performance
management. Another challenge is that the IQMS policy does not directly encourage and motivate
teachers or improve their morale as it focuses mainly on monitoring school effectiveness. Shortage
of adequately qualified staff and large learner-teacher ratios exacerbate the problem in the
implementation of this policy. In order to obtain the empirical data, we employed Participatory
Action Research in two secondary schools in the Free State province. The focal point of the research
was to demonstrate if there was a need to enhance teacher development programmes in the two
schools. Findings revealed a lack of a coordinated plan and the non-involvement of practitioners
and beneficiaries in the design and implementation of CPD programmes, to name a few.
Description
Keywords
Integrated quality management system, Critical emancipatory research, Participatory action research, Continuing professional development
Citation
Tsotetsi, C. T., & Mahlomaholo, S. M. G. (2013). Teacher professional development programmes: what is missing? Journal of Educational Studies, 12(1), 89-102.