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ERIC Number: EJ1099963
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0827-3383
Proposing a Continuous Professional Development Model to Support and Enhance Professional Learning of Teachers in Special Schools in South Africa
Kempen, M.; Steyn, G. M.
International Journal of Special Education, v31 n1 p32-45 2016
A collaborative continuous professional (CPD) model was implemented and evaluated in six special schools in Gauteng, South Africa in order to support teachers in their professional capacity. The study which reports on a two year study aimed to establish the value of the CPD programme on teachers' learning, students' outcomes and whole school change. The focus during the study was to adapt learner activities and teacher support materials for the Learn Not to Burn (LNTB) fire safety programme for students with special needs. A qualitative, multi-phased case study was employed to understand teachers' views of the collaborative continuous professional development programme, which culminated in the development of Dynamic Collaborative Networking model. This study relied on current CPD models in order to develop this model which was suitable for special education. This research serves as an example of where valuable internal and external networks were formed for the benefit of all involved with the study.
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A