Continuing professional teacher development: a case of mathematical literacy teaching in Soutpansberg North Circuit of Vhembe District

• Main Author: Raluswinga, Fhumulani Suzan
• Other Authors: Mulaudzi, M. P.
• Format: Others
• Language: en
• Published: 2018
• Subjects: Mathematical Literacy; Continuing professional teacher development; Pedagogical content knowledge; Teaching; Learning; Implementation; 510.71268257; Career development > South Africa > Limpopo; Teachers > South Africa > Limpopo; Career education > South Africa > Limpopo; Education > South Africa > Limpopo; Professional education > South Africa > Limpopo; Mathematics > Study and teaching > South Africa > Limpopo; Mathematics teachers > Training of > South Africa > Limpopo
• Online Access: Raluswinga, Fhumulani Suzan (2018) Continuing professional teacher development: a case of mathematical literacy teaching in Soutpansberg North Circuit of Vhembe District, Universiry of Venda, Thohoyandou, South Africa, <http://hdl.handle.net/11602/1239>; http://hdl.handle.net/11602/1239

MEd (Curriculum Studies) === Department of Curriculum Studies === The purpose of this study was to investigate how continuing professional teacher development can improve learners’ achievement and schooling in Mathematical Literacy. This study adopted a qualitative research design. The qualitative research method was used to collect data. Semi-structured interviews were used to collect data. The population comprised of all Mathematical Literacy teachers, heads of departments and principals of schools in the Soutpansberg North Circuit. Purposive sampling was used to the select participants. The sample consisted of 3 school principals, 3 heads of departments’ and 9 teachers. Data was analysed thematically. The study revealed that continuing professional teacher development improves learner achievement, teacher skills and knowledge. The study recommended that teachers should be supported by the community, schools and the department of Basic Education, in order to improve their knowledge, skills and learner achievement. In addition, Learners’ needs, engaging parents, assessment strategies and teacher practice were used to measure the impact of CPTD on learner achievement. Of equal importance, teachers should further their studies and engage themselves in reading materials relevant to their profession. === NRF