Browsing by Author "Rutgers, Linda"

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    Coaching foundation phase literacy teachers as leaders in a school in the Western Cape Province : a professional development strategy
    (Stellenbosch : Stellenbosch University, 2012-12) Rutgers, Linda; Carl, A. E.; Van der Walt, C.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The South African education system needs literacy teachers with the capacity to lead innovative and appropriate literacy instruction in schools. Schools can benefit from suitable continuous professional development strategies that have the potential to build the leadership capacity of literacy teachers to sustain literacy improvement efforts. Coaching has proven to be an effective development strategy in the business sector and in the field of sport. However, the field of coaching in the educational context is under-explored in research in South Africa. Coaching is a situated practice, which is aimed at the learning and development of individuals within a specific context. Coaching is an on-going professional development strategy for teachers and leaders as opposed to traditional one-shot professional development activities such as workshops or training sessions. There is a need for evidence-based research on alternative professional development strategies, such as coaching. In this research study the researcher argued that coaching has the potential to provide a more effective and sustainable capacity-building strategy for the continuous professional development of teacher leaders. It argued further that the recognition of their own capacity as teacher leaders can empower teachers to take ownership of decision-making for on-going literacy improvement in schools. The specific context for coaching in this study was the professional development of literacy teachers as leaders for the improvement of literacy teaching and learning. In the absence of a suitable coaching model, the Integrated Capacity Coaching model and a coaching programme were purposefully designed by the researcher for the development of literacy teachers as leaders in this study. Cognitive coaching, peer coaching and coaching circles were incorporated as coaching methods in the coaching programme. This study was designed to determine what can be learnt from using coaching as a professional development strategy within the formal structures of the school and its current constraints. Findings from the data indicated a number of positive learning insights about coaching as a continuous professional development strategy to build internal leadership capacity for literacy improvement in schools. This study is significant because the outcome of the study extended the existing body of knowledge and evidence-based research on coaching in the educational context. The implementation of these findings could lead to improvements in the nature and characteristics of future continuous professional development of literacy teachers as leaders to sustain literacy improvement in schools. The proposed model shows potential as a capacity-building coaching model for the education sector, but further research is needed to determine the impact of this coaching model and the coaching approach in different school contexts.
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    The Socratic method : adult education theories
    (SUN MeDIA Bloemfontein, 2010) Frick, Liezel; Albertyn, Ruth; Rutgers, Linda
    Postgraduate students need to explore their research question(s) from different angles, take ownership of the research process, and develop their own scholarly voice. Supervisors are often ill-equipped to guide students in a strategic and learner-centred manner. The Socratic method draws on strategies to elicit learning through uncertainty in the question-and-answer technique employed. Based on a qualitative study, various adult education theories are used to formulate a rationale for the application of the Socratic method as a tool to facilitate learning in the supervisor-student relationship. Theoretical perspectives which emerged as themes through this study include experiential learning, ontological coaching and empowerment. This article provides a conceptual framework for postgraduate supervisors which could act as a guide to enhance their supervisory practice and facilitate independent student learning.