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The perspectives of teachers on the implementation of the CPTD system
Dissertation (MEd)--University of Pretoria, 2018.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2019
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| _version_ | 1867613467557494784 |
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| access_status_str | Open Access |
| author2 | Eberlein, Eric |
| author_browse | Eberlein, Eric |
| author_facet | Eberlein, Eric |
| collection | Thesis |
| dc_rights_str_mv | © 2019 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 | Dissertation (MEd)--University of Pretoria, 2018. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/69986 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:36.982Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2019 |
| publishDateRange | 2019 |
| publishDateSort | 2019 |
| 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:2263/69986 The perspectives of teachers on the implementation of the CPTD system Eberlein, Eric rejaneroux@gmail.com Roux, Rejane Lorna UCTD Continuing Professional Development Continuing Professional Teacher Development system Cohort 3 teacher Professional Development South African Council for Educators Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Education theses SDG-17 Dissertation (MEd)--University of Pretoria, 2018. This study reports on an investigation into the perceptions and experiences of Cohort 3 teachers regarding the Continuing Professional Teacher Development system that is managed and implemented by the South African Council for Educators. The primary research question that guided this study was to find out what the experiences of Cohort 3 South African teachers are regarding the Continuing Professional Teacher Development system. The researcher used sub-questions that focused on Cohort 3 teachers’ perceptions and experiences of the implementation of the Continuing Professional Teacher Development system by the South African Council for Educators. The researcher used an exploratory case study approach to gather the data and embedded this qualitative study in the socio-cultural theory of Vygotsky. Personal interviews were employed as data collection methods. Participants consisted of Cohort 3 teachers from a primary school in Pretoria. The study examined a range of experiences and perceptions regarding the Continuing Professional Teacher Development system and found that most of the Cohort 3 teachers were showing some frustration with the system so far. The convenience-sampled participants indicated their need for greater variety in the choice of activities in the system and for them to have more of a say over what they should choose to complete as activities to earn them points upon completion. The study found a lack of the individual Cohort 3 teacher’s voice in the Continuing Professional Teacher Development system with regard to how the activities are chosen and which acivities are available to Cohort 3 teachers. The literature highlights the context within South African schools that keeps teachers from engaging with professional development. These teachers failed to plan for their own professional development by mapping out their activity choices, based on their preferred areas of growth, due to the aformentioned context they have to deal with. The study found that teachers were not focused on their own professional development since they must face and handle multiple social and economic issues inside and outside their classrooms. mi2026 Humanities Education MEd Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities SDG-16: Peace, justice and strong institutions SDG-17: Partnerships for the goals 2019-06-02T11:39:39Z 2019-06-02T11:39:39Z 2019/04/18 2018 Dissertation Roux, RL 2018, The perspectives of teachers on the implementation of the CPTD system, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/69986> A2019 http://hdl.handle.net/2263/69986 en © 2019 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 | UCTD Continuing Professional Development Continuing Professional Teacher Development system Cohort 3 teacher Professional Development South African Council for Educators Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Education theses SDG-17 The perspectives of teachers on the implementation of the CPTD system |
| title | The perspectives of teachers on the implementation of the CPTD system |
| title_full | The perspectives of teachers on the implementation of the CPTD system |
| title_fullStr | The perspectives of teachers on the implementation of the CPTD system |
| title_full_unstemmed | The perspectives of teachers on the implementation of the CPTD system |
| title_short | The perspectives of teachers on the implementation of the CPTD system |
| title_sort | perspectives of teachers on the implementation of the cptd system |
| topic | UCTD Continuing Professional Development Continuing Professional Teacher Development system Cohort 3 teacher Professional Development South African Council for Educators Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Education theses SDG-17 |
| url | http://hdl.handle.net/2263/69986 |