Strengthening teachers’ knowledge and practices through a biodiversity education professional development programme
- Songqwaru, Zintle, Shava, Soul
- Authors: Songqwaru, Zintle , Shava, Soul
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436294 , vital:73255 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_15
- Description: What constitutes adequate teacher professional development support that enables teachers to engage meaningfully with ESD learning processes? In an attempt to answer this question, this chapter focuses on how continuing teacher profes-sional development programmes can support teachers of Life Sciences to teach biodiversity as a grounding concept to strengthen educational quality and relevance of Life Sciences education. It reflects on how continuing teacher professional development programmes may be designed and implemented to support South African teachers to work creatively with a con-tent and assessment-referenced national school curriculum. The chapter focuses on what content knowledge, teaching and assessment approaches to include as well as teachers’ reflections on the impacts of such a programme.
- Full Text:
- Date Issued: 2017
- Authors: Songqwaru, Zintle , Shava, Soul
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436294 , vital:73255 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_15
- Description: What constitutes adequate teacher professional development support that enables teachers to engage meaningfully with ESD learning processes? In an attempt to answer this question, this chapter focuses on how continuing teacher profes-sional development programmes can support teachers of Life Sciences to teach biodiversity as a grounding concept to strengthen educational quality and relevance of Life Sciences education. It reflects on how continuing teacher professional development programmes may be designed and implemented to support South African teachers to work creatively with a con-tent and assessment-referenced national school curriculum. The chapter focuses on what content knowledge, teaching and assessment approaches to include as well as teachers’ reflections on the impacts of such a programme.
- Full Text:
- Date Issued: 2017
Towards professional learning communities: A review
- Tshiningayamwe, Sirkka, Songqwaru, Zintle
- Authors: Tshiningayamwe, Sirkka , Songqwaru, Zintle
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436305 , vital:73256 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_19
- Description: Professional learning communities (PLCs) have proven to be effective models of teachers’ professional development. Therefore, for effective Education for Sustainable Develop-ment (ESD), PLCs should be considered in the planning of teacher professional development initiatives. This will enable teachers to address issues of quality teaching, learning and sustainable development issues. In the South African context, a ‘professional learning community’ is an emerging policy con-cept. This chapter thus provides a review of the emergence of teacher clusters in South Africa using a reflexive spiral model and praxis tasks. The chapter also draws from the Namibian and South African teacher cluster literature to comment on how teacher clusters could potentially be translated into PLCs to transform teachers’ practices as they relate to ESD.
- Full Text:
- Date Issued: 2017
- Authors: Tshiningayamwe, Sirkka , Songqwaru, Zintle
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436305 , vital:73256 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_19
- Description: Professional learning communities (PLCs) have proven to be effective models of teachers’ professional development. Therefore, for effective Education for Sustainable Develop-ment (ESD), PLCs should be considered in the planning of teacher professional development initiatives. This will enable teachers to address issues of quality teaching, learning and sustainable development issues. In the South African context, a ‘professional learning community’ is an emerging policy con-cept. This chapter thus provides a review of the emergence of teacher clusters in South Africa using a reflexive spiral model and praxis tasks. The chapter also draws from the Namibian and South African teacher cluster literature to comment on how teacher clusters could potentially be translated into PLCs to transform teachers’ practices as they relate to ESD.
- Full Text:
- Date Issued: 2017
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