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Reviewing a literacy professional development programme: A case study
Thesis (MEd)--Stellenbosch University, 2025.
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Stellenbosch : Stellenbosch University
2025
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| _version_ | 1867614051122544640 |
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| access_status_str | Open Access |
| author | Croucamp, Catharina Susanna Eraine |
| author2 | Barends, Zelda |
| author_browse | Barends, Zelda Croucamp, Catharina Susanna Eraine |
| author_facet | Barends, Zelda Croucamp, Catharina Susanna Eraine |
| author_sort | Croucamp, Catharina Susanna Eraine |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2025. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/134579 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:45:52.267Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/134579 Reviewing a literacy professional development programme: A case study Croucamp, Catharina Susanna Eraine Barends, Zelda Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Literacy -- Study and teaching Teachers -- In-service training Laboratory schools Teacher effectiveness Education -- Evaluation -- Case studies UCTD Thesis (MEd)--Stellenbosch University, 2025. Croucamp, C. S. E.. 2025. Reviewing a literacy professional development programme: A case study. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/c758ff0a-ed99-488c-88ff-63a1c661c696 ENGLISH ABSTRACT: South Africa (SA) is currently facing a literacy crisis, a crisis that is critical and a pressing challenge for the foundation phase of the schooling sector in the country (Howie et al., 2017:48). Multiple solutions have been offered to aid with the crisis, however, research has shown that the professional development of teachers may have a profound effect on dealing with and working towards the improvement of the literacy crisis (Howie et al., 2017:12). This study aimed to explore literacy professional development programmes. The professional development programme studied was given a pseudonym, teaching reading for meaning to maintain ethical considerations of the programme and its developers. In this exploration, the aim was on establishing what principles (criteria) inform the design of literacy professional development programmes, exploring what informs the design of a literacy professional development programme, and exploring teachers' experiences of the programme. Understanding this informed the development of a framework to inform the design of literacy professional development programmes. The study employed a qualitative case study approach with an interpretivist paradigm for the research paradigm. The data were collected through semi-structured interviews, focus groups and document analysis. The data was thematically analysed following the interpretivist paradigm with the conceptual framework in mind. The conceptual framework used for the study was social programmes, alongside a lens of andragogy. Andragogy, theory of adult learning was the theoretical lens to aid the understanding of literacy professional development programme and how adults learn. The literature reviewed for the study showed that literacy professional development programmes view adults as learners acquiring new knowledge. Social programmes theory was used as a conceptual framework to shape the understanding of the design and implementation of the literacy professional development programmes. The data highlighted the inclusion and exclusion of the principles within the literacy PD programme. This study developed a comprehensive framework linking PD principles to practical programme components, providing a blueprint for designing and developing effective literacy PD programmes. Grounded in the conceptual framework informed by social programmes theory and andragogy as a theoretical lens, this study, identified effective PD principles within the social programmes concepts. The findings show that programme is ineffective and needs to be enhanced. The data revealed that the programme utilises 18 of the 38 principles from the developed framework. Not utilising the other 20 principles makes the programme less effective. The programme can enhance their professional development by including of all the principles in the design and implementation. The framework developed in this study can inform PD to become effective. PD is a continuous learning and development process that teachers undergo to enhance their knowledge and skills to teach effectively (Dasoo & Van der Merwe Muller, 2020:46). For learners to receive effective literacy instruction and intervention, it is essential to provide effective PD for teachers (Shelton, Hogan, Chow & Wexler, 2023:37). For PD to be effective, it must include the PD principles and primary methods of adult learning and teacher training (Chaipidech, Kajonmanee, Chaipah, Panjaburee, & Srisawasdi, 2021:222). The study's findings highlight the transformative potential of effective PD in enhancing pedagogy and learner outcomes. Bridging the theoretical principles with PD, the study provides actionable insights for teachers, programme developers and policymakers to improve literacy education in SA. AFRIKAANSE OPSOMMING: Suid-Afrika (SA) staar tans 'n geletterdheidskrisis in die gesig, 'n krisis wat krities en 'n dringende uitdaging vir die grondslagfase van die skoolsektor in die land is (Howie et al., 2017:48). Verskeie oplossings is aangebied om die krisis aan te spreek, maar navorsing het getoon dat die professionele ontwikkeling van onderwysers 'n deurslaggewende effek kan hê om die geletterdheidskrisis te hanteer en te verbeter (Howie et al., 2017:12). Die navorsing het ten doel gehad om geletterdheids-ontwikkelingsprogramme vir professionele ontwikkeling te verken. In hierdie verkenning was die fokus op die vasstelling van watter beginsels (kriteria) die ontwerp van geletterdheidsontwikkelingsprogramme rig, om te ondersoek wat die ontwerp van so 'n program beïnvloed, en om onderwysers se ervarings van die program te verken. Die begrip van hierdie aspekte het gelei tot die ontwikkeling van 'n raamwerk om die ontwerp van geletterdheids-ontwikkelingsprogramme te rig. Deur 'n kwalitatiewe gevallestudiebenadering met 'n interpretatiewe paradigma te gebruik, is data versamel deur middel van semi-gestruktureerde onderhoude, fokusgroepe en dokumentontleding. Die data is tematies ontleed volgens die interpretatiewe paradigma met die konseptuele raamwerk in gedagte. Die data het die insluiting en uitsluiting van die beginsels binne die geletterdheidsontwikkelingsprogram uitgelig. Hierdie studie het 'n omvattende raamwerk ontwikkel wat professionele ontwikkelingsbeginsels koppel aan praktiese programkomponente, en dit bied 'n bloudruk vir die ontwerp en ontwikkeling van effektiewe geletterdheidsprogramme. Die literatuur wat vir die studie hersien is, het getoon dat geletterdheidsontwikkelingsprogramme volwassenes beskou as leerders wat nuwe kennis opdoen. Andragogie, die teorie van volwassene-leer, is gebruik as die teoretiese lens om begrip te kry oor hoe volwassenes leer en hoe geletterdheids-ontwikkelingsprogramme ontwerp word. Sosiale programteorie is gebruik as 'n konseptuele raamwerk om die ontwerp en implementering van hierdie programme te vorm. Gegrond op die konseptuele raamwerk wat deur sosiale programteorie en andragogie geïnformeer is, het hierdie studie effektiewe beginsels van professionele ontwikkeling binne die sosiale programkonsepte geïdentifiseer. Die bevindings toon dat die program onder studie oneffektief is en verbeter moet word. Die data het aan die lig gebring dat die program 18 van die 38 beginsels uit die ontwikkelde raamwerk benut. Die nie-benutting van die ander 20 beginsels maak die program minder effektief. Die program kan verbeter word deur al die beginsels by die ontwerp en implementering in te sluit. Die raamwerk wat in hierdie studie ontwikkel is, kan professionele ontwikkeling effektief maak. Professionele ontwikkeling is 'n deurlopende leer- en ontwikkelingsproses waardeur onderwysers gaan om hul kennis en vaardighede te verbeter om doeltreffend te onderrig (Dasoo & Van der Merwe Muller, 2020:46). Om leerders effektiewe geletterdheidsinstruksie en -intervensie te bied, is dit noodsaaklik om effektiewe professionele ontwikkeling vir onderwysers te bied (Shelton, Hogan, Chow & Wexler, 2023:37). Vir professionele ontwikkeling om effektief te wees, moet dit die beginsels van professionele ontwikkeling en die primêre metodes van volwassene-leer en onderwyseropleiding insluit (Chaipidech, Kajonmanee, Chaipah, Panjaburee, & Srisawasdi, 2021:222). Die studie se bevindings beklemtoon die transformasievermoë van effektiewe professionele ontwikkeling in die verbetering van pedagogie en leerderuitkomste. Deur die teoretiese beginsels met professionele ontwikkeling te verbind, bied die studie aksiebare insigte vir onderwysers, en beleidmakers om geletterdheidsonderwys in Suid-Afrika te verbeter. Masters 2025-12-15T08:00:09Z 2025-12-15T08:00:09Z 2025-12 Thesis https://scholar.sun.ac.za/handle/10019.1/134579 en_ZA Stellenbosch University 239 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Literacy -- Study and teaching Teachers -- In-service training Laboratory schools Teacher effectiveness Education -- Evaluation -- Case studies UCTD Croucamp, Catharina Susanna Eraine Reviewing a literacy professional development programme: A case study |
| title | Reviewing a literacy professional development programme: A case study |
| title_full | Reviewing a literacy professional development programme: A case study |
| title_fullStr | Reviewing a literacy professional development programme: A case study |
| title_full_unstemmed | Reviewing a literacy professional development programme: A case study |
| title_short | Reviewing a literacy professional development programme: A case study |
| title_sort | reviewing a literacy professional development programme a case study |
| topic | Literacy -- Study and teaching Teachers -- In-service training Laboratory schools Teacher effectiveness Education -- Evaluation -- Case studies UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/134579 |
| work_keys_str_mv | AT croucampcatharinasusannaeraine reviewingaliteracyprofessionaldevelopmentprogrammeacasestudy |