PROFESSIONAL DEVELOPMENT AND TEACHER LEARNING AT AN OPEN DISTANCE LEARNING UNIVERSITY (ODL) IN SOUTH AFRICA

Year 2016, Volume: 8 Issue: 2, 46 - 62, 01.12.2016

A. K. Isabirye K. C. Moloi

Abstract

Quality education requires quality training internationally and nationally. Professional development of staff for student learning is thus essential in a fast- changing, complex, globalised knowledge environment. This paper explores how one open-distance learning (ODL) university in South Africa plansprofessional development for the training of undergraduate teachers to improve teaching practices, leading to students learning more. Using a qualitative research paradigm and a phenomenological design, data were collected from six purposely selected, fourth-year undergraduate student teachers and analysed according to Giorgi’s phenomenological methods. The results confirm previous studies, for the participants felt that it was important to establish communities of practice within their individual subject areas, to enable them to share their experiences and maintain their passion for teaching. This study recommends that the IT support personnel in the Department of Basic Education, provides learning materials needed by schools and assist in the training of teachers for quality training

Keywords

Education, Innovative teaching, Open distance learning, Professional development, Skills development, Student learning

References

• Armstrong, D., Armstrong, A., & Spandagou, I (2011), Inclusion: By Choice or By Chance? International Journal of Inclusive Education, Vol.15, No.1, pp. 29
• Beetham, H., & Sharpe, R (2013), Rethinking pedagogy for a digital age:
• Designing for 21st century learning. New York: Routledge. Blackie, M.L, Case, J.M., & Jawitz, J (2010), Student-centredness: The link between transforming students and transforming ourselves. Teaching in Higher
• Education, Vol. 15, No. 6, pp. 637-646. Borko, H (2004), Professional development and teacher learning: Mapping the terrain. Educational Researcher, Vol.33, No. 8, pp. 3-15.
• Bradshaw, M., & Lowenstein, A (2013), Innovative teaching strategies in nursing and related health professions. Burlington: Jones & Bartlett Publishers.
• Caena, F (2011), Literature review: quality in teachers’ continuing professional development.http://scholar.google.co.za/scholar?hl=en&q=Caena%2C+F.+%2820
• %29.+Literature+review%3A+quality+in+teachers%E2%80%99+continuing+p rofessional+development.+European+Commission.&btnG=&as_sdt=1%2C5&as_ sdtp=.[ Accessed :28. 11. 2015].
• Creswell, J.W, & Miller, D.L (2000). Determining validity in qualitative inquiry,
• Theory into practice, Vol. 39, No.3, pp. 124-130. Dapkus, M.A (1985). A thematic analysis of the experience of time. Journal of
• Personality and Social Psychology, Vol. 49, No. 2, pp. 408-419. Erasmus, B.J, Loedolff, P.V.Z, Mda, T.V., & Nel, P.S (2015), Managing Training and Development. Cape Town: Oxford.
• Forlin, C, Keen, M., & Barrett, E (2008), “The Concerns of Mainstream Teachers:
• Coping with Inclusivity in an Australian Context.” International Journal of Disability, Development and Education, Vol.55, No.3, pp. 251–264. Gibbs, G., & Coffey, M (2004), The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, Vol. 5, No.1, pp. 87–100.
• Giorgi, A.P., & Giorgi, B.M (2003), The descriptive phenomenological psychological method. In P Comic, J E Rhodes & L Yardley (eds). Qualitative
• Research in Psychology. Washington DC: American Psychological Association. Giorgi, A (1989), One type of analysis of descriptive data: Procedures involved in scientific phenomenological methods. Methods, Vol .4, No.3, pp. 39-61.
• Giorgi, A (1985), Sketch of a psychological phenomenological method. In A
• Giorgi. Phenomenology and psychological research. Pittsburgh: Duquesne University Press. Giorgi, A (1986), A phenomenological analysis of descriptions of concepts of learning obtained from a phenomenological perspective. http://books.google.co.za/books/about/A_Phenomenological_Analysis_of_Descri pti.html?id=GYXEtgAACAAJ&redir_esc=y.[ Accessed: 10. 07. 2014].
• Giorgi, A (2009), The descriptive phenomenological method in psychology: A modified Husserlian approach. Pittsburgh, PA: Duquesne University Press.
• Godfrey, J, Dennick, R., & Welsh, C (2004), Training the trainers: Do teaching courses develop teaching skills? Medical Education, 38: http://www.ncbi.nlm.nih.gov/pubmed/15271044 .[Accessed: 13.07.
• Greenwood, D.J., & Levin, M (2005), Locating the field In NK Denzin & YS
• Lincoln (eds). The SAGE handbook of qualitative research (3rd ed). Thousand Oaks: London: SAGE Publications. Gulamhussein, A (2013), The Core of Professional Development. American
• School Board Journal, Vol. 197, No.1, pp. 22-6. Harrison, R (2004), Disaffection and Access. In J Calder (ed). Disaffection and diversity: overcoming barriers for adult learners. London: Falmer.
• Ho, A, Watkins, D., & Kelly, M (2001), The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme. Higher Education, Vol. 42, No.2, pp. 143-169.
• Hoidn, S., & Kärkkäinen, K (2014), Promoting Skills for Innovation in Higher
• Education: A Literature Review on the Effectiveness of Problem-based Learning and of Teaching Behaviours (No. 100). Organization for Economic Cooperation and Development (OECD) Publishing. Holborn, L (2013), Education in South Africa: where did it go wrong? africa-where-did-it-go-wrong.[ Accessed: 13. 12. 2015].
• Kim, M. K., Kim, S.M, Khera, O., & Getman, J (2014), The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, Vol. 22, pp. 37-50.
• Kirkpatrick, D (2001), Staff development for flexible learning. The International
• Journal for Academic Development, Vol. 6, No.2, pp. 168–176. Koert, E, Borgen, W.A., & Amundson, N.E (2011), Educated immigrant women workers doing well with change: Helping and hindering factors. The Career
• Development Quarterly, Vol. 59, No.3, pp. 194-207. Laurillard, D (2013), Rethinking university teaching: A conversational framework for the effective use of learning technologies. New York: Routledge.
• Levander, L., & Repo-Kaarento, S (2004), Changing teaching and learning culture in higher education: Towards systemic educational development.
• Conference Proceedings. International Consortium for Educational Development Conference, University of Ottawa, Canada. Lockwood, F., & Latchem, C (2004), Staff Development Needs and Provision in
• Commonwealth Countries: Findings from a Commonwealth of Learning Training Impact Study. Distance Education, Vol. 25, No.2, pp. 159 – 173. Maritz, J. & Visagie, R (2010). Methodological rigour and ethics of accountability within a qualitative framework. Paper presented to academic staff at UNISA. Pretoria, 17 March.
• McLoughlin, C. & Oliver, R (2000), Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level. Australian
• Journal of Educational Technology, Vol. 16, No.1, pp. 58-72. Meyer, K.A (2014), Quality in Distance Education: Focus on On-Line Learning.
• ASHE-ERIC Higher Education Report. San Francisco, CA: Jossey-Bass Higher and Adult Education Series. Morse, J.M., Barrett, M. & Mayan, M (2002). Verification strategies for establishing reliability and validity in qualitative research-journals. library- ualberta.ca
• Neo, M., & Neo, K.T.K (2001), Innovative teaching: Using multimedia in a problem-based learning environment. Educational Technology & Society, Vol. 4, No.4, pp. 1-18.
• Oliver, K.L, Oesterreich, H.A, Aranda, R, Archeleta, J, Blazer, C, de la Cruz, K., & Robinson R (2015). ‘The sweetness of struggle’: innovation in physical education teacher education through student-centered inquiry as curriculum in a physical education methods course. Physical Education and Sport Pedagogy, Vol. , No.1, pp. 97-115
• Organization for Economic Cooperation and Development (OECD) (2009),
• Creating effective teaching and learning environments: First results from TALIS. Paris: OECD. Postareff, L, Lindblom-Ylänne, S., & Nevgi, A (2007), The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, Vol. , No.5, pp. 557–571.
• Rodgers, T.S (2014), Approaches and methods in language teaching: London.
• Cambridge University Press. Schwarz, R, Davidson, A, Carlson, P., & McKinney, S (2011), The skilled facilitator fieldbook: Tips, tools, and tested methods for consultants, facilitators, managers, trainers, and coaches. London: Jossey-Bass.
• Seyoum, Y (2012), Staff Development as an Imperative Avenue in Ensuring
• Quality: The Experience of Adama University. Education Research International, Vol. 20, pp. 1-7. Smith, M (2014), Adult learning and industrial training. Education for Adults.
• Adult Learning and Education, Vol.1, No.84, pp. 83-94. Tam, A.C.F (2015), The role of a professional learning community in teacher change: a perspective from beliefs and practices. Teachers and Teaching, Vol. 21, No.1, pp. 22-43.
• Trochim, M.K., & Donnelly, J.P (2008), The research methods knowledge base (3 rd ed). Mason, OH: Cengage Learning.
• Van Manen, M (1990), Researching lived experience: Human Science for an
• Action Sensitive Pedagogy. Albany, NY: State University of New York Press. Weng, C.H., & Tang, Y (2014), The relationship between technology leadership strategies and effectiveness of school administration: An empirical study.
• Computers & Education, Vol. 76, pp. 91-107.