Abstract
Key policies on teacher development emphasise the necessity of a teaching force that is competent to apply learner-centred practices. Barriers to learning, like poverty, present huge classroom challenges and have implications for in-service programmes intended to develop learner-centred practices. This study endeavoured to determine factors that influenced the effective implementation of in-service programmes to assist teachers with learner-centred teaching in the Blue Waters area of the Western Cape. It was anticipated that identifying these factors would assist teachers in poverty-stricken schools in an area like Blue Waters to effectively deal with poverty-related challenges of individual learners. A qualitative case study approach was applied with convenience and purposive sampling. Semi-structured interviews and a document study were used as tools to collect data. The participants of this study consisted of one principal, one social worker, and one district officer from the Western Cape Education Department (WCED). Qualitative data was analysed through thematic analysis. The competencies of teachers, Department of Education (DoE) and Department of Basic Education (DBE) policy intentions, socio-economic issues, and the types of in-service development programmes were revealed as factors inhibiting the In-Service Development Programmes at schools. This study recommended that the application of this strategy needed the holistic development of teaching skills at schools in Blue Waters. Keywords: barriers to learning; in-service programmes; learner-centred strategies
Highlights
The post-apartheid government of South Africa, through its policies, intended to contribute to the redress and equity of an inclusive education, while simultaneously ensuring that its economic policies concurred with global trends (Vally, 2007), as reflected in the legislation of the South African Schools Act No 84 of 1996 (Republic of South Africa, 1996)
Research Method and Design In this study, a qualitative research approach, using a case study design was chosen to establish the context in which in-service programmes occur; sketch the content of in-service teacher development programmes; and to investigate the Department of Education (DoE) and Department of Basic Education (DBE) policies pertaining to inservice teacher development
The results for this study are discussed bearing in mind the thrusts of the research questions, namely what types of in-service development programmes are offered to schools, the usefulness of these programmes for effective teaching and management of schools, and whether these programmes assisted teachers with the socio-economic challenges presented by learners in the classroom
Summary
The post-apartheid government of South Africa, through its policies, intended to contribute to the redress and equity of an inclusive education, while simultaneously ensuring that its economic policies concurred with global trends (Vally, 2007), as reflected in the legislation of the South African Schools Act No 84 of 1996 (Republic of South Africa, 1996). In areas like Blue Waters, are faced with socio-economic challenges, for example poverty, in the classrooms and are expected to deliver quality teaching that ensures successful throughput of learners. These learners generally require individualised scholastic attention and understanding, which are embodied in learner-centred teaching methodologies. This study, with the objective of determining the factors that influenced the implementation of in-service development programmes through document study, examined South African DoE policies pertaining to these programmes. The DoE intentions for in-service development programmes, the expected competencies of teachers, and the references to the inclusion of all learners, irrespective of barriers to learning, are explored within these policies
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