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School-Initiated Type-2 Activities in Continuous Professional Teacher Development
Dissertation (MEd)--University of Pretoria, 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613462753968128 |
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| access_status_str | Open Access |
| author2 | Sing, Nevensha |
| author_browse | Sing, Nevensha |
| author_facet | Sing, Nevensha |
| collection | Thesis |
| dc_rights_str_mv | © 2020 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, 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/78496 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:32.122Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| 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:2263/78496 School-Initiated Type-2 Activities in Continuous Professional Teacher Development Sing, Nevensha Adeyemo, K.S. (Kolawole Samuel) Smit, Nicolaas Andrias Johannes UCTD teacher professional development school management team school improvement quality management type-2 development Education theses SDG-04 Education theses SDG-08 Dissertation (MEd)--University of Pretoria, 2020. Professional development is more than marking an attendance register at a workshop. Professional development is a reflective process of continuous self-development that should inform the very essence of any learning context. This dissertation builds on how teachers experience school-initiated type-2 teacher professional development in secondary public schools and how their experiences may contribute to the work in the field of teacher professional development and assessment. Although a number of studies have examined teachers’ comprehension of the Continuous Professional Development framework in South Africa and the quality management policies, there is a considerable lack of literature on the relationship between the professional development of teachers and school improvement. The purpose of this dissertation is to understand teachers’ experiences with the implementation of Type-2 Continuous Professional Teacher Development activities in public high schools. The data for this qualitative study were collected through semistructured interviews and policy document analysis. The coded data were analysed and emerging themes were identified. The participants of this study consisted of teachers and members of the School Management Team. However, the study found that teachers perceived that there is a gap in the focus of professional development programmes. Teachers felt that the type-2 developmental activities seemed only for the benefit and achievement of the school’s goals, and do not adequately address the developmental needs of teachers themselves. The findings of this study argue that a culture of shared responsibility and leadership in secondary schools do indeed improve the development of teachers and the successful academic achievement of learners. bs2026 Education Management and Policy Studies MEd Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth 2021-02-12T09:37:31Z 2021-02-12T09:37:31Z 20/10/02 2020 Dissertation Smit, NAJ 2020, School-Initiated Type-2 Activities in Continuous Professional Teacher Development, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/78496> S2020 http://hdl.handle.net/2263/78496 en © 2020 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 teacher professional development school management team school improvement quality management type-2 development Education theses SDG-04 Education theses SDG-08 School-Initiated Type-2 Activities in Continuous Professional Teacher Development |
| title | School-Initiated Type-2 Activities in Continuous Professional Teacher Development |
| title_full | School-Initiated Type-2 Activities in Continuous Professional Teacher Development |
| title_fullStr | School-Initiated Type-2 Activities in Continuous Professional Teacher Development |
| title_full_unstemmed | School-Initiated Type-2 Activities in Continuous Professional Teacher Development |
| title_short | School-Initiated Type-2 Activities in Continuous Professional Teacher Development |
| title_sort | school initiated type 2 activities in continuous professional teacher development |
| topic | UCTD teacher professional development school management team school improvement quality management type-2 development Education theses SDG-04 Education theses SDG-08 |
| url | http://hdl.handle.net/2263/78496 |