An Investigation of Teachers’ Collaborative Learning in a Continuous Professional Development Programme in South African Special Schools

Abstract

Professional development of teachers has been found to be a key initiative in raising standards in South African schools. The aim of this study was to establish the value of the continuous professional development programme on teachers’ learning, learners’ outcomes and whole school change in six special schools in South Africa. The focus was on the adaptation of ‘Learn Not to Burn’, a fire safety programme, and teacher and learner support materials for an inclusive classroom. The study proved that a staff development model based on collaborative networking in the specific context of special education can bring about significant social capital with gain particularly in teachers’ professional capacity, learner outcomes and whole school improvement.