Reframing professional development for South African schools: an appreciative inquiry approach

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Permanent URL for this page: http://hdl.voced.edu.au/10707/217226.

Author: Steyn, G. M.

Abstract:

Often research on the professional development (PD) of staff is framed within a problem-based context that focuses on the PD-related problems experienced by staff. This study pursued a different approach by using the appreciative inquiry (AI) theoretical perspective to study the positive experiences of staff in respect of PD and their desire to improve the practice of PD even further. A qualitative study was carried out among four schools with maximum variance. The findings reveal the main aim of continuing PD, the changing attitudes engendered by PD, the prominent role of the principal...  [+] Show more

Subjects: Workforce development; Providers of education and training

Keywords: Professional development; Principals; Teachers

Geographic subjects: South Africa; Africa

Published: Beverly Hills, California: Sage Publications, 2012

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Journal volume: 44

Journal number: 3

Journal date: May 2012

Pages: pp. 318-341

ISSN: 0013-1245 (print)

Resource type: Article

Peer reviewed: Yes

Call number: TD/TNC 109.320

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