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A professional development framework for supporting inquiry-based practical work in resource constrained classrooms
Thesis (PhD)--University of Pretoria, 2017.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2017
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| _version_ | 1867613639420149760 |
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| access_status_str | Open Access |
| author2 | Callaghan, Ronel |
| author_browse | Callaghan, Ronel |
| author_facet | Callaghan, Ronel |
| collection | Thesis |
| dc_rights_str_mv | © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2017. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/62900 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:20.633Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/62900 A professional development framework for supporting inquiry-based practical work in resource constrained classrooms Callaghan, Ronel fruvit@yahoo.com Herselman, M. Mwambakana, Jeanine Akuma, Fru Vitalis Educational design design Design studies Practical work (PW) Professional Development Framework (PDF) UCTD Education theses SDG-04 Education theses SDG-09 Thesis (PhD)--University of Pretoria, 2017. Inquiry-based teaching and learning has been infused in practical work in science classrooms in schools internationally. However, confirmatory rather than inquirybased practical work is prevalent in many South African Physical Science classrooms, especially in resource-constrained schools. Against this background, this study addresses the scarcity in a professional development framework (PDF) to support these teachers. The PDF was developed using a research process based on the development studies approach in educational design research. The process involved three research cycles, including a systematic literature review from an international perspective (cycle one and two) and a multi-method, multi-case study in South African schools (cycle three). In each research cycle consisting of an analysis, design/develop prototype, and formative evaluation phase, design principles were generated or revised as a basis for developing the PDF. The case study included interviews, observation and document analysis in favour of a context and needs analysis. The formative evaluation methods consisted of screening and one-to-one evaluation, with the quality criteria evolving from relevance (content validity) to relevance and consistency (construct validity) and finally to expected practically and expected effectiveness. The primary outcomes included ten design principles and the associated context-specific version of the PDF. The PDF contained eight primary components: learning phases, learning theory, professional development strategy (lesson study), instructional functions (for example, reviewing learning periodically), teacher motivation (intrinsic and extrinsic), instructional design perspective, attending to contextual factors, and professional development goals. The first primary goal was to create an environment that better supports teacher learning and practice in the design and implementation of IBPW in South African Physical Science classrooms in resource-constrained schools. The second primary goal was to enhance the competences, professional identity and practice of teachers in the design and implementation of IBPW. The process involved in developing the PDF in addition to the PDF and the ten associated design principles could be considered by users in interventions towards enhancing the design and implementation of IBPW in the present and other contexts. The users include policy makers and professional development providers. Also, though the PDF is potentially effective and practical, researchers are encouraged to evaluate its actual effectiveness and practicality. bs2026 Science, Mathematics and Technology Education PhD Unrestricted SDG-04: Quality education SDG-09: Industry, innovation and infrastructure 2017-10-24T09:14:09Z 2017-10-24T09:14:09Z 2017-09-07 2017 Thesis Akuma, FV 2017, A professional development framework for supporting inquiry-based practical work in resource constrained classrooms, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/62900> S2017 http://hdl.handle.net/2263/62900 en © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Educational design design Design studies Practical work (PW) Professional Development Framework (PDF) UCTD Education theses SDG-04 Education theses SDG-09 A professional development framework for supporting inquiry-based practical work in resource constrained classrooms |
| title | A professional development framework for supporting inquiry-based practical work in resource constrained classrooms |
| title_full | A professional development framework for supporting inquiry-based practical work in resource constrained classrooms |
| title_fullStr | A professional development framework for supporting inquiry-based practical work in resource constrained classrooms |
| title_full_unstemmed | A professional development framework for supporting inquiry-based practical work in resource constrained classrooms |
| title_short | A professional development framework for supporting inquiry-based practical work in resource constrained classrooms |
| title_sort | professional development framework for supporting inquiry based practical work in resource constrained classrooms |
| topic | Educational design design Design studies Practical work (PW) Professional Development Framework (PDF) UCTD Education theses SDG-04 Education theses SDG-09 |
| url | http://hdl.handle.net/2263/62900 |