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The Professional Development Of Mathematics And Science Teachers: Insights Gained From An Action Research Project

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dc.contributor.author Ghanchi Badasie, R.
dc.contributor.author Schulze, S.
dc.date.accessioned 2019-10-08T09:31:47Z
dc.date.available 2019-10-08T09:31:47Z
dc.date.issued 2018
dc.identifier.issn 1684-4998
dc.identifier.uri http://hdl.handle.net/11462/2021
dc.description Published Article en_US
dc.description.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. en_US
dc.language.iso en en_US
dc.publisher Bloemfontein: Central University of Technology, Free State en_US
dc.relation.ispartofseries Journal for New Generation Sciences, Volume 16, Number 2;
dc.subject Action research en_US
dc.subject Community of practice en_US
dc.subject Mathematics en_US
dc.subject Professional development en_US
dc.subject Science en_US
dc.subject Situated learning en_US
dc.title The Professional Development Of Mathematics And Science Teachers: Insights Gained From An Action Research Project en_US
dc.type Article en_US

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