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dc.contributor.authorMitchell, Carol
dc.contributor.authorJonker, David
dc.date.accessioned2016-07-21T13:34:06Z
dc.date.available2016-07-21T13:34:06Z
dc.date.issued2013
dc.identifier.citationMitchell, C., & Jonker, D. (2013). Benefits and challenges of a teacher cluster in South Africa: the case of Sizabantwana. Perspectives in Education, 31(4), 100-113.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3791
dc.description.abstractThis article explores teacher clusters as possible mechanisms for teacher development in dealing with a number of the difficulties facing education in the South African context. It describes the benefits and challenges experienced by primary school teachers who are involved in a self-sustaining teacher cluster (development and support group). This cluster is unique in that it focuses on psychosocial issues confronting the teachers in their classrooms. The study uses an interpretive qualitative approach to report on the experiences of the members of the cluster in an attempt to extract some lessons that may be useful to practitioners in the South African context. This study highlights the value of using a long-term developmental and organic approach to develop a community of practice for teacher support and development.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectTeacher clusteren_ZA
dc.subjectPsychosocial supporten_ZA
dc.subjectCommunity of practiceen_ZA
dc.subjectAfrocentric approachen_ZA
dc.titleBenefits and challenges of a teacher cluster in South Africa: the case of Sizabantwanaen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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