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

Abstract

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