ERIC Number: EJ848592
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 14
School-University CPD Partnerships: Fertile Ground for Cultivating Teacher Communities of Practice
Maistry, S. M.
South African Journal of Higher Education, v22 n2 p363-374 2008
Continuing professional development (CPD) of teachers is a neglected area of teacher development in South Africa. The introduction of a new national curriculum in the post-apartheid era presents enormous challenges for teachers. CPD initiatives in South Africa thus far have been fragmented, diluted and have had little direct influence on teachers' practice. This article draws on a community of practice framework and applies the work of Wenger (1998) and Wenger, McDermott and Snyder (2004) in analysing the development of CPD communities of practice. It argues that Higher Education Institutions (HEIs) through their community outreach initiatives can play a powerful role in advancing teacher continuing professional development by developing and strengthening teacher communities of practice.
Descriptors: National Curriculum, Outreach Programs, Foreign Countries, Faculty Development, College School Cooperation, Teacher Collaboration, Professional Development Schools, Workshops, Transformative Learning
Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: email@example.com; Web site: http://www.sajhe.org.za
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: South Africa