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Investigating the views of mathematics senior primary school teachers on Continuous Professional Development: A case study of Kavango East Region, Namibia
Thesis (MEd)--Stellenbosch University, 2022.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2022
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| _version_ | 1867614115823878144 |
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| access_status_str | Open Access |
| author | Muhepa, Victoria Shengu |
| author2 | Gierdien, F. M. |
| author_browse | Gierdien, F. M. Muhepa, Victoria Shengu |
| author_facet | Gierdien, F. M. Muhepa, Victoria Shengu |
| author_sort | Muhepa, Victoria Shengu |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2022. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/126196 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:46:55.034Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/126196 Investigating the views of mathematics senior primary school teachers on Continuous Professional Development: A case study of Kavango East Region, Namibia Muhepa, Victoria Shengu Gierdien, F. M. Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Mathematics -- Study and teaching Mathematics teachers -- Training of Mathematics teachers -- In-service training Mathematics teachers -- Professional relationships Career development Education, Primary -- Nambia -- Kavango UCTD Thesis (MEd)--Stellenbosch University, 2022. ENGLISH ABSTRACT: This study explored the views of ten primary school mathematics teachers on continuous professional development (CPD). CPD refers to the lifelong process that teachers engage in professionally and personally to acquire new skills, knowledge, confidence, practice and qualities, and improve them where necessary. To date there have been few such studies on teachers’ views and perceptions on CPD in the Kavango East Region. The researcher conducted a qualitative study using a critical theory framework, based on an interpretivist paradigm. Data-collection strategies included questionnaires and focus group interviews. The study reveals how the teachers understand CPD and the need to recognize their inputs regarding CPD. Some teacher suggestions include recognition of attendance, providing accommodation and transportation, making available online programmes and supplying teaching and learning materials. The study concludes that CPD is important for teachers as it helps them to acquire knowledge, build confidence and improve their teaching methods and strategies, and for the programmes to be effective, teachers and CPD providers should work together. AFRIKAANSE OPSOMMING: Hierdie studie verken tien laerskool- wiskunde-onderwysers se menings oor voortgesette professionele ontwikkeling (VPO). VPO verwys na die lewenslange proses waarby onderwysers professioneel en persoonlik betrokke is, om nuwe vaardighede, kennis, selfvertroue, praktyke en eienskappe aan te leer, en waar nodig daarop te verbeter. Daar was tot op hede baie min sodanige studies oor onderwysers se sienings en persepsies van VPO in Kavango-Oos en omgewing. Die navorser het ʼn kwalitatiewe studie deur middel van ʼn kritiese-teorieraamwerk, wat op ʼn interpretivistiese paradigma gegrond is, uitgevoer. Data-insamelingstrategiee het vraelyste en fokusgroeponderhoude ingesluit. Die studie onthul die onderwysers se begrip van VPO en die behoefte dat hulle insette oor VPO erken moet word. Die onderwysers se voorstelle sluit die erkenning van bywoning, die voorsiening van behuising en vervoer, die beskikbaarheid van aanlyn programme en die voorsiening van onderrig- en leermateriaal in. Die studie kom tot die gevolgtrekking dat VPO vir onderwysers belangrik is, aangesien dit hulle help om kennis op te doen, selfvertroue op te bou en hulle onderrigmetodes en -strategiee te verbeter. Vir die programme om doeltreffend te wees, moet onderwysers en VPO-verskaffers saamwerk. Masters 2022-11-23T20:57:03Z 2023-01-16T12:55:04Z 2022-11-23T20:57:03Z 2023-01-16T12:55:04Z 2022-12 Thesis http://hdl.handle.net/10019.1/126196 en_ZA Stellenbosch University ix, 125 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Mathematics -- Study and teaching Mathematics teachers -- Training of Mathematics teachers -- In-service training Mathematics teachers -- Professional relationships Career development Education, Primary -- Nambia -- Kavango UCTD Muhepa, Victoria Shengu Investigating the views of mathematics senior primary school teachers on Continuous Professional Development: A case study of Kavango East Region, Namibia |
| title | Investigating the views of mathematics senior primary school teachers on Continuous Professional Development: A case study of Kavango East Region, Namibia |
| title_full | Investigating the views of mathematics senior primary school teachers on Continuous Professional Development: A case study of Kavango East Region, Namibia |
| title_fullStr | Investigating the views of mathematics senior primary school teachers on Continuous Professional Development: A case study of Kavango East Region, Namibia |
| title_full_unstemmed | Investigating the views of mathematics senior primary school teachers on Continuous Professional Development: A case study of Kavango East Region, Namibia |
| title_short | Investigating the views of mathematics senior primary school teachers on Continuous Professional Development: A case study of Kavango East Region, Namibia |
| title_sort | investigating the views of mathematics senior primary school teachers on continuous professional development a case study of kavango east region namibia |
| topic | Mathematics -- Study and teaching Mathematics teachers -- Training of Mathematics teachers -- In-service training Mathematics teachers -- Professional relationships Career development Education, Primary -- Nambia -- Kavango UCTD |
| url | http://hdl.handle.net/10019.1/126196 |
| work_keys_str_mv | AT muhepavictoriashengu investigatingtheviewsofmathematicsseniorprimaryschoolteachersoncontinuousprofessionaldevelopmentacasestudyofkavangoeastregionnamibia |