NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1004463
Record Type: Journal
Publication Date: 2013-Mar
Pages: 10
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-0258-2236
The Challenges of School-Based Teacher Development Initiatives in South Africa and the Potential of Cluster Teaching
de Clercq, Francine; Phiri, Rachel
Perspectives in Education, v31 n1 p77-86 Mar 2013
This article examines the challenges of teacher development strategies in post-1994 South Africa by arguing that school-based development initiatives address teachers' specific development needs and that it is imperative to understand the conditions under which these initiatives can have a positive impact on teachers. A framework is developed through which to examine why TD initiatives evolve over time and why teachers do not benefit equally from these. It illustrates this by reporting on some research findings on the potential and limitations of school-based teacher development through a cluster case study, which could be described as a South African version of a Professional Learning Community. (Contains 1 endnote.)
Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa