Developing the professional capacity of educators teaching in the context of a special school through collaboration and peer coaching

• Main Author: Kempen, Maria Elizabeth
• Other Authors: Steyn, G. M.
• Format: Others
• Language: en
• Published: 2014
• Subjects: Continuous Professional Development; Professional learning; Learning circles; Collaborative learning; School networks; School-focused learning; Social capital; Special education; Staff development; School improvement; Transformational leadership; Professional development models; Demonstration school; Peer coaching; Communities of practice; 371.102096822; Teachers > In-service training > South Africa > Gauteng; Special education teachers > South Africa > Gauteng; Special education teachers > Training of > South Africa > Gauteng; Mentoring in education > South Africa > Gauteng; School personnel management > South Africa > Gauteng
• Online Access: http://hdl.handle.net/10500/14192

The objective of education authorities worldwide is to enhance teachers’ professional capacities and practices through the supply of quality continuous professional development (CPD) activities. The South African education system has been subjected to many changes during the past two decades which have seriously affected the quality of education provided in schools country wide. Professional development (PD) of teachers has been found to be a key factor in raising standards in South African schools. Although the National Department of Education has identified teacher development as important, very little has transpired in the education system. School leaders should, therefore, take on the responsibility of providing their staff with PD opportunities. To support teachers in special schools and to enhance their professional capacity, the researcher designed, implemented and evaluated a collaborative PD model in six special schools in Gauteng. The aim of the study was to establish the value of the CPD programme on teachers’ learning, learners’ outcomes and whole school change. This multi-phased case study research was positioned within a bigger study conducted by the Gauteng Department of Education and in particular the Early Childhood Development Institute (ECDI). This larger study was based on the fact that most of the burn related accidents in South Africa occur in the 0-4 age group, which served as the rationale for including the fire safety programme in the ECD curriculum. The focus during the research was on the adaptation of fire safety activities and learners and teacher support materials for an inclusive classroom. This research reports on a two year study on the implementation of a CPD model based on collaboration and peer coaching. The theoretical framework for this study links to theories of constructivism, organisational theory of Senge, network and social capital. This research serves as an example of where valuable internal and external networks were formed for the benefit of all involved with the study. During this research theory and practice were successfully integrated for the benefit of the individual, the school and external organisations. === Department of Educational Leadership and Management === D. Ed. (Education Management)