Insights into the learning environment are required especially when applying action learning commonly used in management development programmes (MDPs). The study reports on an emerging action learning conceptual framework that fosters an environment for individual transformative learning in an MDP. The purpose of this research was to make clear…

Currently in South Africa, there are over 20 000 underqualified Grade R teachers who are enlisted into service to ensure that Grade R teaching can continue. The aim of the study reported on was to investigate the challenges and needs faced by underqualified teachers in order to promote the professional development of teachers teaching in rural…

The Annual International Conference of the Bulgarian Comparative Education Society is now running in its thirteenth year. From its modest beginnings thirteen years ago, to its impressive size today, a tradition has been the production of a conference book, consistently launched on the first day of the conference each year. This year, Volume 13 of…

Establishing a close alignment between teacher education programmes and the realities of the actual classroom remains a challenge in preparing pre-service teachers at higher education institutions. The literature indicates that reflection is a core quality of effective teachers. We investigate how the development of reflective practice through…

The purpose of this study is to highlight the importance of reflection by a higher education institution on its engagement with the community. In this article the authors demonstrate how the Faculty of Education at the University of the Free State engaged with school educators in a module concerning teaching and learning styles. A quantitative…

Presents a comparison of environmental education in South Africa and recommendations from the 1977 Tbilisi and 1987 Moscow international environmental education conference proceedings. Lists international strategies for environmental education and training proposed at the conferences and discusses their relevance to South Africa. (24 references)…

Analyzed and compared the teaching behavior of teachers who had been trained to use Science Education Project (SEP) materials with the teaching behavior of teachers using traditional approaches. Reviewed some relevant research on observations of science teaching and presented the results of the comparative study. (CW)

The cascade model has been widely used to reduce costs and maximize benefits in teacher education. This article discusses one step in the cascade process, training the trainers, noting the need to integrate more social and cultural awareness into this area of training if the cascade approach is to succeed. Two South African projects that use the…

A National Policy for environmental education in South Africa was proposed in 1989. This paper examines the impact of Apartheid ideology and structure upon in-service environmental education teacher training in South Africa and identifies and explores the viability of alternative channels for such training. (Author/CW)

A postgraduate, teletuition course for educators of gifted children offered by the University of South Africa is described. Course contents include four modules: (1) categories of giftedness; (2) identification; (3) guidance/counseling and communication; and (4) teaching the gifted child. Two practical sessions comprising one-week workshops are…

Argues that a social constructivist perspective can inform the design of professional development programs for teachers, using as an example a South African training program in technology use for science teachers. The report includes the comments of teachers in the program. (MSE)

This paper reports on the re-design of the Advanced Certificate in Education (ACE) programme, which is offered by the University of Pretoria through distance education (DE) to teachers in rural South Africa. In 2007, a team re-designed the programme with the goal of promoting access, quality, and student support. The team included an independent…

This global literature review examines 47 refereed journal articles dealing with the initial and ongoing professional development of teachers during 1987-1997. Professional development is defined as a self-actualized, self-motivated, proactive approach to teacher education that centers on the growth of teachers in affective, collaborative, and…

The challenges to teacher educators in sub-Saharan Africa are acute. This paper describes how the Teacher Education in Sub-Saharan Africa (TESSA) consortium is working within institutional and national policy systems to support school-based teacher professional development. The TESSA consortium (13 African institutions and 5 international…

An analysis of the quality of South Africa's distance education for inservice teachers examines curricula dealing with educational theory, noting the narrow view of education theory generally presented. Interviews, course analysis, and data from the South African Institute for Distance Education indicate that the programs do not consider the…