Abstract
Ph.D.
Teachers work in schools that face change and modifications on a continual basis. New developments and theories require that teachers adjust their curricula, teaching methods and assessment techniques to name but a few. By means of Continuous Professional Teacher Development (CPTD), teachers are expected to keep abreast of the latest developments in education and teaching and to implement changes in curricula and teaching methodology in the classroom. On an individual basis teachers also participate in CPTD to improve content and methodological knowledge and skills in the subject they teach. Although CPTD is a vital part of teaching, the researcher’s experience corroborated by literature indicates that teachers are often dissatisfied with the CPTD activities provided. This thesis argues that although there is a wealth of literature on planning and implementing effective CPTD according to adult learning principles, this literature is often not used or teachers, trainers and school managers are unfamiliar with this information. This inquiry investigated the process of planning and implementing CPTD at three independent primary schools located in the Johannesburg area, South Africa and teachers’ experiences of CPTD in these schools. The first research question which guided the inquiry was ‘How is CPTD organised and implemented in a group of independent primary schools in Johannesburg?’ This addresses the planning of CPTD: who, when and where and what created the need for the CPTD. A second research question was: ‘How do teachers at these independent primary schools experience CPTD?’ This explored the experiences of teachers of CPTD. The inquiry was informed by activity theory and community of practice theory. Activities take place in the context of, and are influenced by, a surrounding community. Division of labour refers to the division of tasks among members of the community, and to the division of power and hierarchy in the activity. Rules refer to the explicit and implicit regulations, norms, and conventions that constrain interactions within the activity system. The tools, rules, community, division of labour are all in relationship and have an effect on the object. In this study the teacher is the centre of the activity system or CPTD as activity, thus the main subject in CPTD and learning. The inquiry employed a qualitative research methodology located within the interpretive paradigm where teachers, trainers and school principals formed the research participants. Data collection methods included questionnaires, interviews, observation...