Abstract:
This article demonstrates how the professional development of teachers in
key subjects such as Mathematics and Science can be facilitated by means of
action research in consideration of relevant learning theories. Since South
Africa is faced with a shortage of qualified teachers in Mathematics and
Science, the aim of this particular study was to promote the teachers'
professional development at a selected primary school. The theories of socioconstructivist
and situated learning were used as conceptual framework. The
sample involved 14 teachers of one school who participated in the three-year
study. The project implemented a three-stage model which involved a subject
Community of Practice (CoP), and thereafter a grade CoP, before it was
individualised for implementation by each teacher. Three different grade
groups completed between two and six action research cycles involving about
30 meetings each. Programme evaluation was by means of observation,
typed minutes, focus groups, individual interviews, teachers' files and
learners' books and achievements. The results illustrate the professional
development of these teachers by means of this model of action research
which could be useful to secondary schools and higher education institutions,
as well as to practitioners in other fields.
