Abstract
The Integrated Strategic Planning Framework for Teacher Training and Development in South Africa 2011–2025 requires that subject-related professional learning communities should be established widely between 2011 and 2017. However, only some of the District Teacher Development Centres that are intended to provide meeting places need to be up and running by 2025. The gap between policy and implementation can impede or even prevent the establishment of professional learning communities. Three implementation problems were identified that could catapult the professional learning community model into the infamous education reform cycle, and strategies are proposed for a smooth implementation. It is proposed that a coordinated strategy be followed to prevent the South African professional learning community model falling prey to the reform cycle.
Highlights
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Die doel daarvan is om onderwysers van geleenthede te voorsien om hul eie leerbehoeftes te identifiseer en te vervul
Slegs sommige van die Distriksonderwysersontwikkelingsentra wat as vergaderplekke moet dien, hoef egter teen 2025 gereed te wees
Summary
Affiliations: 1School for Science and Technology Education, North-West University, Potchefstroom Campus, South Africa. Die ondersoek het tot die voorstel gelei dat ’n gekoördineerde benadering noodsaaklik geword het ten einde te verhoed dat die professionele leergemeenskapmodel die prooi van die berugte onderwyshervormingsiklus word. Strategies for a smooth implementation of the South African professional learning community model. The Integrated Strategic Planning Framework for Teacher Training and Development in South Africa 2011–2025 requires that subject-related professional learning communities should be established widely between 2011 and 2017. Three implementation problems were identified that could catapult the professional learning community model into the infamous education reform cycle, and strategies are proposed for a smooth implementation. It is proposed that a coordinated strategy be followed to prevent the South African professional learning community model falling prey to the reform cycle
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