3-5 March | DBSA | Midrand The National Environmental Skills Summit

Orientation to Fundisa for Change Case studies (2) Recommendations Presentation outline

Orientation to Fundisa for Change Zintle Songqwaru

Policy context White Paper on Education and Training (1995) RSA Constitution (RSA 1996) C2005, RNCS, CAPS ( ) 5 environmental knowledge areas Biodiversity,climate change, environmental health, sustainable development & water security Environmental Education in the school curriculum

Fundisa for Change course programme

2012, 2013, 2014, 2015 Teachers and subject advisors Collaboration Fundisa materials Spiral model Accreditation (SACE) Fundisa for Change training

Work with existing clusters Modelling resource materials peers ‘learning by doing’ on-course tasks Training model

case study 1 sirkka

Eastern Cape (GHT and Dwessa) Study cases About 25 teachers Biodiversity/ marine biodiversity/ FET Life Science 2014 cases profiles

PLCs and teachers biodiversity knowledge teachers functionings on biodiversity Fundisa partners support offered Influence of Fundisa and further support needed Contribution of study - PLC concept, CPD process (i.e Fundisa for Change) Focus (research focus)

Teachers- acknowledge lack of knowledge on biodiversity, importance of biodiversity in CAPS, want to be more confident in their teaching, working with CAPS, analysis of resources, Enablers from Fundisa - good quality resources, good facilitation (modeling that in their teaching), new knowledge, progression, new teaching methods, in-depth understanding of assessment Fundisa for Change partners- passion, shared expertise, teacher commitment, policy impact (PLC), reflexive teachers Study findings

More support required Teachers - more time on sessions, space to share, more resources- even for learners and other colleagues, other EE topics, more fieldwork activities, more time for fundisa Teachers- time for CPD, contextual/ school challenges, schools challenges for implementing what is learnt etc Fundisa for change - funding, lack of capacity, systemic issues, need for PLCs etc Study findings

Improving teacher practice If expertise in teaching is practical wisdom how can we promote it’s development?

Knowledge “transfer” (modified from Nonaka and Takeuchi (1995)

Nanaka and Takeuchi (1995) examined these processes in commercial organisations. In particular they looked at the interplay of tacit and explicit knowledge. Knowledge creation and the transfer of knowledge

“knowledge spiral processes”

What does it look like in the TPD context ?

William (2009) used this model to drive their approach to Teacher Professional Development Fundamental insight from this model is that knowing something is not the same as being able to do it (Nonaka and Takeuchi 1995) “Teachers need to be supported to reflect on their practice in systematic ways, to build their accessible knowledge base and perhaps more importantly, to learn from their mistakes” William (2009). What can we learn from this model?

Can we show evidence for the various modes of knowledge conversion in our TPD courses? Do we effective use the knowledge spiral processes including “sharing experiences, dialogue, networking and learning by doing” ? What does the literature say about the use of this model in TPD ? Can we apply this model?

The way forward Nomvuyo

●Identifying gaps School support or follow-up strategy Support and accountability Forming sustainable PLC within the schools Forming sustainable PLC within the districts and neighbouring schools Way forward and Recommendations

Face-to-face sessions schedule Not enough support offered - follow-up, classroom Sharing platforms (PLC) More resources for teachers Resources for learners More field work Critical reflection on Fundisa for Change processes Identifying Gaps

●More teacher support Using SECI model proposed above SECI model addresses all the challenges Seek more funding need to invest in TPD in a more cost effective way Create platform for reflecting in our practice Way forward and Recommendations

○Support and accountability Forming sustainable PLC within the schools Forming sustainable PLC within the districts and neighbouring schools Way forward and Recommendations

Thank You