A Holistic Professional Development Model for South African Physical Science Teachers

Autor/inn/en	Kriek, Jeanne; Grayson, Diane
Titel	A Holistic Professional Development Model for South African Physical Science Teachers
Quelle	In: South African Journal of Education, 29 (2009) 2, S.185-203 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Faculty Development; Science Teachers; Physical Sciences; Foreign Countries; Grade 10; Grade 11; Grade 12; Science Instruction; Models; Longitudinal Studies; Distance Education; Pedagogical Content Knowledge; Reflection; Journal Writing; Assignments; Workshops; Peer Teaching; Instructional Materials; Holistic Approach; Program Effectiveness; Intervention; Case Studies; Pretests Posttests; Observation; Questionnaires; South Africa + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Natural sciences; Naturwissenschaften; Naturwissenschaft; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Analogiemodell; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Distance study; Distance learning; Fernunterricht; Pädagogische Kompetenz; Zeitschriftenaufsatz; Assignment; Auftrag; Zuweisung; Lernwerkstatt; Schulung; Peer group teaching; Peer Group Teaching; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Holistischer Ansatz; Case study; Fallstudie; Case Study; Beobachtung; Fragebogen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The state of mathematics and science education in South Africa is a cause for concern. This situation can be attributed, in part, to many mathematics and science teachers' limited content knowledge, ineffective teaching approaches, and unprofessional attitudes. To address these three problem areas simultaneously, a holistic model for the development of Grades 10 to 12 Physical Science teachers was constructed and evaluated against national and international benchmarks. The effects of the model were assessed over a period of four years with 75 teachers. The model was developed in a distance education context, with no face-to-face contact required. It comprises the following elements: a study guide which integrates the development of teachers' content knowledge, pedagogical content knowledge, cognitive skills and experimental skills; reflective journals; assignments; workshops; peer support and science kits. We briefly describe the research that culminated in the Holistic Professional Development (HPD) model, followed by an account of each element of the model. We then present evidence that suggests that the model is effective in helping teachers develop along three desired dimensions, namely, content knowledge, teaching approaches, and professional attitudes. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01