Educator professional development towards management of curriculum implementation: A case study in Correctional Centres of Gauteng Region, South Africa

Year 2022, Volume: 10 Issue: 2, 239 - 249, 30.06.2022

Herman Boyzar Moyo , Thelma De Jager , Ksoboro Charles Mamburu

https://doi.org/10.17478/jegys.1062480

Abstract

This experience which is under constant ‘surveillance’ within the correctional facilities is not often discussed by researchers. Basic literacy and numeracy skills are offered to adults who were socially marginalized and economically disadvantaged prior to their imprisonment. Educator professional development (EPD) is a key mechanism for improving classroom instruction and student achievement hence curriculum management is imperative for educators through their possession of motivational and inspirational skills. inadequate educator orientation, training and development as one of the leading impediments to effective curriculum implementation in schools. This study is qualitative in nature and is located in the interpretive paradigm. Therefore, a case study design was employed to explore and provide a detailed description of educators’ understanding, experiences, practices and the challenges they encounter in a correctional service setting. This goal is in planning and developing an effective in-service development programme as it is important to note that recent reviews of continuous and consistent EPD indicates that DCS in Gauteng is ineffective in bringing about the required change in the teaching practices of educators. It is therefore imperative for educators in correctional centres to manage curriculum effectively and efficiently.

Keywords

Correctional services, Curriculum management, Educator professional development, Educators, Lifelong learning, Offenders, Rehabilitation

Supporting Institution

none

Project Number

none

Thanks

Department of Correctional Services, South Africa Participants

References

• Adey, K. & Smethem, L. (2005). Some effects of statutory induction on the professional development of newly qualified teachers: a comparative study of pre-and post-induction experiences. Journal of Education for Teaching, 31(3), 187-200.
• Babbie, E. & Mouton J. (2001). The Process of Social Research. Cape Town. Oxford University Press.
• Black, P.M. (1999). ‘The new is elsewhere’: Women’s leadership in community-profit organisations. Published Doctoral Thesis, Queensland University of Technology. Correctional Services Act No. 111 of 1998. Pretoria. Government Printer. South Africa.
• Darling-Hammond, L. and McLaughlin, M.W, 1995. Policies that support professional development in an era of reform. Phi Delta Kappa, 76: 597-604.
• De Simone. (2020). The roles of collaborative professional development, self-efficacy, and positive affect in encouraging educator data use to aid student learning. International Journal of Teachers' Professional Development, 24(4), 443-465
• Department of Education (DoE). (2006). National policy framework for teacher education and development in South Africa. Pretoria: Government Printers.
• Department of Basic Education. (2009). Report of the Task Team for the Review of the Implementation of the National Curriculum Statement. Pretoria: Department of Basic Education.
• European Commission. (2007). Lifelong Learning Programme. Retrieved 15 April 2016 from. http://ec.europa.cu/programmes/llp/index.en.html.
• Fung, Y. (2000). A constructivist strategy for developing teachers for change: a Hong Kong experience. Journal of In-Service Education, 26(1), 153-167.
• Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Pittsburgh, PA: Duquesne University Press.
• Hope, W. (1999). Principals’ orientation and induction activities as factors in teachers retention. Clearing House, 73(1), 54-56.
• Laal, M. (2011). Lifelong learning: What does it means? Social and Behaviour Sciences, 28, 470-474.
• Lunenberg, M., Murray, J., Smith, K., & Vanderlinde, R. (2017). Collaborative teacher educator professional development in Europe: Different voices, one goal. Professional Development in Education, 43(4), 556-572.
• McMillan, J.H. & Schumacher, S. (2010). Research in Education: Evidence-based inquiry. 7th Edition. New Jersey: Pearson Education, Inc.
• Moon, J.A. 2013. Reflection in learning & professional development: Theory and Practice. New York. British Library Cataloguing in Publication Data.
• Muhs, M. (2019). Educator-to-Educator Professional Development. Exchange, 250, 55-57.
• National Education Policy Act, No. 27 of 1996, South Africa.
• Nesbit, Y., Dunlop, C., & Gibson, L. (2007). Lifelong learning in institutions of Higher Education. Canadian Journal of University Continuing Education, 33 (1): 35-60.
• Ndou, F.N. (2008). The role of school management teams in curriculum change management. M.Ed. Dissertation. Pretoria: University of South Africa.
• Pitsoe, V. & Letseka, M. 2014. Exploring Teacher Professional Development (TPD) though Foucault and Freirean lenses. Pensee Journal Vol 76 (9).
• Soni, S. (2012). Lifelong Learning-Education and Training. Abuja, Nigeria. Nigerian Institution of Survayers.
• South African Council for Educators ACT 31 OF 2000. Pretoria: Department of Education & South African Council for Educators.
• Walmsley, H. (2012). Case study: A community of practice for constructivist professional development in e-Learning. Innovative Practice in Higher Education Walmsley Vol.1(2).
• Wang, J. & Odell, S. (2002). Mentored learning to teach according to standards-based reform: A critical review. Review of Educational Research, 72(3), 482-546.
• White Paper on Corrections of South Africa. 2005. Pretoria. Government Printer. South Africa.
• Yazan, B. 2015. Three Approaches to Case Study Methods in Education: Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134-152. Retrieved from http://nsuworks.nova.edu/tqr/vol20/iss2/12. (accessed 2018/02/23).
• Zapeda, S.J. (2012). The principal as instructional leader: A practical handbook. 3rd Edition. Larchmont, New York. Library cataloging-in-publication data.