Teacher assessment for teacher professional development

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dc.contributor.advisorHeystek, Janen_ZA
dc.contributor.authorMahlaela, Kedibone I.en_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Education Policy Studies.en_ZA
dc.date.accessioned2012-11-26T09:47:58Zen_ZA
dc.date.accessioned2012-12-12T08:09:01Z
dc.date.available2012-11-26T09:47:58Zen_ZA
dc.date.available2012-12-12T08:09:01Z
dc.date.issued2012-12en_ZA
dc.descriptionThesis (MEd)--Stellenbosch University, 2012.en_ZA
dc.descriptionBibliography
dc.description.abstractThis study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional development. Steyn and van Niekerk (2002) have noticed that little is known on the kind of support that teachers should receive as a result of teacher assessment. As a result, people are unclear on how teacher assessment should be implemented in order to yield effective teacher professional development. Though the government took numerous efforts to ensure greater teacher accountability and functional schools over some years via policy interventions such as IQMS, there are still deep-seated challenges that hamper these interventions from working effectively. Therefore, the qualitative case study has used three secondary schools in Limpopo, Capricorn District as the research sites to explore the role of IQMS in teacher professional development. The results from the participants indicate that IQMS is effective but only if a numbers of issues can be considered. Participants highlighted issues like, if every teacher can be trained, and there could be quality training with competitive facilitators, also, if there could be a conducive culture and the climate of the school then that could impact positively on teacher development.en_ZA
dc.format.extentv, 99 p.
dc.identifier.urihttp://hdl.handle.net/10019.1/71703
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rightsStellenbosch Universityen_ZA
dc.subjectIntegrated Quality Management System (IQMS)en_ZA
dc.subjectTeacher professional developmenten_ZA
dc.subjectTeacher assessmenten_ZA
dc.subjectTheses -- Educationen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.subject.lcshTeachers -- Rating of -- South Africa -- Limpopo Provinceen_ZA
dc.subject.lcshCareer developmenten_ZA
dc.subject.lcshWork capacity evaluationen_ZA
dc.subject.otherEducation Policy Studiesen_ZA
dc.titleTeacher assessment for teacher professional developmenten_ZA
dc.typeThesisen_ZA
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