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oa Litnet Akademies : 'n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe - 'n Konseptuele raamwerk vir voortgesette professionele ontwikkeling van onderwysers in die Suid-Afrikaanse onderwysstelsel : geesteswetenskappe

 

Abstract

Verskeie nasionale en internasionale studies toon dat die fokus op onderwysers geplaas word om effektiewe leer in skole te bevorder en die gehalte van onderwys te verbeter. Dié beskouing het daartoe gelei dat baie lande se beleid fokus op die aanvanklike en voortgesette professionele ontwikkeling van onderwysers om hulle vir die taak toe te rus. Navorsing toon dat daar wel vordering gemaak is ten opsigte van voortgesette professionele ontwikkeling, maar dat verdere studies nodig is om professionele praktyk en die vorming van beleid vir professionele ontwikkeling te rig. Die vraag wat in hierdie artikel gestel word, is watter sake in ag geneem moet word om voortgesette professionele ontwikkeling volgens die Suid-Afrikaanse onderwysbeleidsdokumente doeltreffend toe te pas ten einde die gewenste uitwerking op die verbetering van onderwyserleer, leerderprestasie en uiteindelik die onderwys te hê. Daar word spesifiek gefokus op die Nasionale Raamwerk vir Onderwysersopleiding en -ontwikkeling, die Geïntegreerde Strategiesebeplanningsraamwerk in Suid-Afrika en amptelike dokumente van die Suid-Afrikaanse Raad vir Opvoeders. Die artikel fokus voorts op sekere sake wat in ag geneem moet word om die doeltreffende toepassing van genoemde beleide te verseker. Daar word aan die volgende aandag gegee: (1) professionele ontwikkeling behoort deurlopend en intensief te wees en verband te hou met die klaskamerpraktyk; (2) voortgesette professionele ontwikkeling behoort te fokus op spesifieke kurrikuluminhoud en leerderprestasie; (3) personeelontwikkeling moet in ooreenstemming gebring word met skoolontwikkelingsprioriteite en -doelwitte; (4) professionele ontwikkeling veronderstel sterk, kollektiewe verhoudings onder onderwysers; (5) die skoolleierskap speel 'n belangrike rol in professionele ontwikkeling; en (6) die invloed van professionele ontwikkeling op die praktyk moet geëvalueer word. In die lig van hierdie sake word die artikel afgesluit met kernvrae wat gevra moet word om die toepassing van die voortgesette professionele ontwikkeling van onderwysers, soos voorgehou in die onderwysbeleidsdokumente, te verbeter.


Studies unequivocally indicate that teachers have a more significant effect on learner performance than any other school factor and that their professional development leads to improved teacher learning and increased learner performance. However, the conceptualisation of professional development for teachers for the sake of meaningful change in education remains a great challenge. In line with international trends, professional development has become a key priority in South Africa. For this reason the National Policy Framework for Teacher Education and Development in South Africa and the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa, 2011-2025 are regarded as government initiatives to meet the need for qualified professional teachers. This article focuses on the matters that should be taken into account in order to apply continuing professional development successfully according to South African teacher education policy documents in order to improve teacher learning, learner performance and, eventually, education itself.
In this article I use primarily adult learning and the different orientations of teacher learning to understand teachers' professional development and to maximise opportunities for teachers' growth and development in order to improve teaching and learning practice in schools. According to current organisation learning, adult learning is proposed on two levels, namely individual learning and collective learning, which means that individual learning is an essential but insufficient condition for collective learning in the development of personnel. Because teacher learning is a dynamic process, it cannot be clearly understood unless teachers' development is separated from the school environment in which they work. A further extension of the model identifies three types of influence on teachers' learning: individual learning orientations, school-level or collective learning, and the way both of these affect the learning activities in which teachers participate. Individual learning orientations lead to values, experiences and instruction practices, while school-level orientations with regard to professional development are the result of interaction and collective values relating to teacher learning and development. Both individual and collective learning then imply changes in teacher learning that can bring about changes in convictions, in teaching practice and in learner performance.

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/content/litnet/10/2/EJC141452
2013-08-01
2016-12-05
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