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Direct linkAnastasia Malong Buma; Doras Sibanda; Marissa Rollnick – International Journal of Science and Mathematics Education, 2024
The intervention programmes have a direct influence on teachers' knowledge of teaching different topics. This paper focuses on how Grade 8 natural science teachers' knowledge developed during an intervention programme. Eight schools were selected to participate, and 25 Grade 8 Natural Sciences teachers from Gauteng province participated. Data were…
Descriptors: Natural Sciences, Pedagogical Content Knowledge, Science Teachers, Grade 8
Download full textKruger, Cornè Gerda; Van Rensburg, Ona Janse; De Witt, Marike W. – International Review of Research in Open and Distributed Learning, 2016
Meeting teacher expectations for a professional development programme (PDP) is expected to strengthen sustainable applied competence as programme outcome since teachers will be more motivated to apply the programme content in practice. A revised distance learning (DL) programme was augmented by a practical component comprising a work-integrated…
Descriptors: Foreign Countries, Teacher Attitudes, Expectation, Distance Education
Luneta, K. – Africa Education Review, 2012
Continuous professional development is essential for upgrading and updating teachers because the rate of social and educational change makes pre-service training an inadequate basis for long term professional competence. The design of these continuous professional development programmes must be informed by an effective needs analysis that…
Descriptors: Foreign Countries, Instructional Design, Professional Continuing Education, Faculty Development
