Evaluation of the use of resource kits in professional development in science teaching

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dc.contributor.advisorReddy, C. P. S.en_ZA
dc.contributor.authorIsaacs, Akedaen_ZA
dc.contributor.otherUniversity of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
dc.date.accessioned2009-03-04T13:47:49Zen_ZA
dc.date.accessioned2010-06-01T08:27:06Z
dc.date.available2009-03-04T13:47:49Zen_ZA
dc.date.available2010-06-01T08:27:06Z
dc.date.issued2009-03
dc.descriptionThesis (MEd (Curriculum Studies))--University of Stellenbosch, 2009.
dc.description.abstractThe research was done in a period of curriculum transformation and reform in South Africa, a period during which teachers attended many interventions by service providers other than the education department to sharpen their skills. In this study, I investigate teacher professional development and professional development programmes using two case studies, MTN-SUNSTEP (Mobile Telecommunications Network – Stellenbosch University Schools Technology in Electronics Programme) and SWAP (Schools Water Project). These INSET programmes were intended to assist with the improvement of science teaching in terms of the new curricula suggested for the country. The study proceeds by way of two case studies within an interpretive paradigm. The purpose of the study is to evaluate the two programmes based on the criteria developed through a literature review and to understand and give meaning to the process of teacher professional development that might have occurred in the programmes. This process is framed by my research question, “can resource kits enable professional development in science teaching”. Data was collected at various stages by way of field notes, questionnaires, interviews and observations at workshops. Teachers generally found the processes useful but do indicate dissatisfaction with certain areas of the programmes. Issues that emerged from the study were that teacher development processes need to be organized over a long period, the development of teacher networks needs to be nurtured, and support at school level was essential to ensure implementation. An important insight was that the research, once again, emphasized a key aspect of effective teacher development programmes. Effective programmes require a team consisting of three agents that bring their own expertise to the process namely, teachers, district officials and university staff. This team has to take into account the factors that ensure effective teacher professional development and should occur within the parameters of accepted professional development practices and learning support materials play an important role in supporting this process.en_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/1548
dc.language.isoenen_ZA
dc.publisherStellenbosch : University of Stellenbosch
dc.rights.holderUniversity of Stellenbosch
dc.subjectResource kitsen_ZA
dc.subjectSWAPen_ZA
dc.subjectMTN-SUNSTEPen_ZA
dc.subjectSkills trainingen_ZA
dc.subjectTheses -- Curriculum studiesen_ZA
dc.subjectDissertations -- Curriculum studiesen
dc.subjectTheses -- Educationen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.subject.corpMobile Telecommunications Networken_ZA
dc.subject.corpSchools Water Projecten_ZA
dc.subject.lcshScience -- Study and teaching -- Case studiesen_ZA
dc.subject.lcshProfessional education -- Case studiesen_ZA
dc.titleEvaluation of the use of resource kits in professional development in science teachingen_ZA
dc.typeThesis
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