A comparative study of the ways in which two modules of the 2005 B Ed Honours Course at UCT served to develop two educators in their professions Course: Research Methodologies Lecturers: Prof. K. Rochford & Dr. C. Mosito Researcher: Alicia Davids May 2006

Rationale Restricted time frame Challenge of learning how to research & implementing research simultaneously A small sample – keeping it simple Readily available data and subjects – a manageable approach

The Problem Continuous professional development of teachers in South Africa has been largely neglected over the years: –Greater emphasis on pre-training than life- long learning –Limited financial allocation in state budget –Culture of complacency developed

Aim of Research To determine the effects of professional development on two particular teachers and… Thereby attempt to show that continuous professional development is critical to developing teachers’ competence levels at both classroom level and organizational level (“cutting edge”)

Focus Question How did two particular modules of the 2005 Bachelor of Education Honours Programme at UCT serve to develop two educators in their professions?

Significance of the Research Results yielded will: –Provide indicators as to the efficacy of in- service teacher training –Assist in determining the factors that motivate teachers to engage in life long learning –Suggest guidelines for the planning of ongoing professional development programmes

Research Hypothesis Continuous Professional Development of teachers can only be effective if: Teachers themselves are motivated & supported and Training links with developmental needs

Definition of terms Professional development – “Professional development for teachers is the range of formal and informal processes and activities that teachers engage in both inside and outside of the school, in order to improve their teaching knowledge and skills.” (Jackson & Davis, 2000)

Research Design Two teachers currently completing the B Ed Hons at UCT Each had achieved four out of six modules Both are currently doing their 5 th module part-time One teaches Science and Maths The other teaches English Two particular modules selected: Classrooms, Teachers, Meanings and Teaching and Assessing in OBE

Research Design Cont. Data collecting materials: Personal Profiles Questionnaire developed Data distributed and collected by Case studies developed from data

Analysis of Data A Comparative Analysis was done: –Responses were categorized –Similarities and differences in responses were identified within each category –Linked back to the purpose and aims of the study

Questions Asked –What made you decide to do this module? –Was there anything significant about this module that proved to be valuable and relevant to your experience as a teacher? If so, please explain. – Did the module confirm any pre-existing knowledge (did it build on what you already knew)? If so, what? –Were you able to implement anything that you learnt in this module in your classroom? If yes, please give examples. If no, please explain why. –Has this module had any impact on your self esteem as an educator? Please explain. –Did this module bring about any change in your personal attitudes towards your learners, subject or school at large? –Do you believe this module has had an enhancing effect on your professional performance in the classroom? If so, please cite examples as evidence of this. –Do you believe this module has had an enhancing effect on your professional performance in the school as a whole? If so, please cite examples as evidence of this.

Recommendations Taking into account the findings and their relationship to the literature, the following recommendations are made: –Prioritizing professional development –Allocating more time and financial resources –Developing a well designed approach