'A Whole New World Opened Up': The Impact of Place and Space-Based Professional Development on One Rural South Africa Primary School

Autor/inn/en	Flint, Amy Seely; Albers, Peggy; Matthews, Mona
Titel	'A Whole New World Opened Up': The Impact of Place and Space-Based Professional Development on One Rural South Africa Primary School
Quelle	In: Professional Development in Education, 45 (2019) 5, S.717-738 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2018.1474486
Schlagwörter	Faculty Development; Literacy Education; Teaching Methods; Educational Change; Culturally Relevant Education; Foreign Countries; Place Based Education; Reading Achievement; Elementary School Teachers; Partnerships in Education; Program Descriptions; Disadvantaged Schools; Pedagogical Content Knowledge; Achievement Gains; Technology Uses in Education; Childrens Literature; Blacks; African Languages; Language of Instruction; Native Language; English (Second Language); Second Language Learning; Elementary School Students; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Ausland; Leseleistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulpartnerschaft; Pädagogische Kompetenz; Achievement gain; Leistungssteigerung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; 'Children''s literature'; Kinderliteratur; Black person; Schwarzer; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Project Partnerships Achieve Literacy (PAL) South Africa was designed to transform teachers' pedagogical practices in literacy instruction in an under-resourced school and, by doing so, improve the reading achievement of foundation phase students (Grades R-3). Sociocultural and situative theories of literacy and learning frame the study. To gauge effectiveness of the Project, we undertook a two-year study to examine changes in learners' literacy growth and teachers' conceptual and pedagogical knowledge of literacy development as a result of the teachers' participation in the Project. Given the dual aims of this study, we applied a qualitative dominant mixed methods design. Data analysis revealed three major findings: (1) teachers' literacy practices shifted toward a more generative and culturally responsive approach ; (2) children's literacy skills were positively impacted by teachers' increased literacy pedagogical practices and knowledge; and (3) three characteristics of professional emerged that impacted teachers' practices. Results indicate that for transformation in pedagogy and ultimately in learners' literacy achievement, professional development must be placed and spaced, viewed as a process, and valued in a sphere of multiplicity in which social relations and real material practices are ongoing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01