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District Professional Development Models as a Way to Introduce Primary-School Teachers to Natural Science Curriculum Reforms in One District in South Africa
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Bantwini, Bongani D. – Journal of Education for Teaching: International Research and Pedagogy, 2009
This paper reports on a study that investigated whether district continued professional development (CPD) sufficiently prepared teachers for their classroom practice. Analysis of CPD models used with primary-school natural science teachers in a district in the Eastern Cape Province in South Africa was conducted. Findings indicated that the…
Descriptors: Educational Change, Natural Sciences, Foreign Countries, Science Teachers