Professional development networks: from transmission to co-construction

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dc.contributor.authorNgcoza, Ken
dc.contributor.authorSouthwood, Sue
dc.date.accessioned2016-07-21T10:03:26Z
dc.date.available2016-07-21T10:03:26Z
dc.date.issued2015
dc.description.abstractThis article offers an extract of a qualitative case study focused on collaborative professional development of science teachers in a transformative continuous professional development (TCPD) network, whose aim is the professional development of science teachers with a view to improving praxis. Teacher narratives generated through an iterative process of active interviews are analysed inductively and themes are identified. Insights shared in this article focus on teachers’ ways of working with knowledge and how this was influenced. The study reveals that the ways in which the teachers are taught at times inhibit innovation, perpetuating transmissive approaches to teaching and learning. Lack of professional development and support, and tensions between policy formulation and implementation, also exacerbated the problem. The study, however, reveals a shift in ways of working with knowledge – a shift from the transmission of knowledge to the co-construction of knowledge.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationNgcoza, K., & Southwood, S. (2015). Professional development networks: from transmission to co-construction. Perspectives in Education, 33(1), 1-11.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://hdl.handle.net/11660/3722
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA
dc.subjectProfessional developmenten_ZA
dc.subjectNetworksen_ZA
dc.subjectReciprocityen_ZA
dc.subjectReflexivityen_ZA
dc.subjectResponsibilityen_ZA
dc.subjectTransmissionen_ZA
dc.subjectCo-constructionen_ZA
dc.subjectKnowledgeen_ZA
dc.titleProfessional development networks: from transmission to co-constructionen_ZA
dc.typeArticleen_ZA
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PiE 2015 Volume 33 Issue 1