Search results for: Bantwini Bongani D.
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District Professional Development Models As A Way to Introduce Primary-School Teachers to Natural Science Curriculum Reforms in One District in South Africa
The article reports on a study that examined whether district continued professional development (CPD) sufficiently prepared teachers for their classroom practice. Analysis of CPD models used with primary-school natural science teachers in a district in the Eastern Cape Province in South Africa was conducted. Findings indicated that the district CPD models used with the teachers created several challenges that negatively impacted on the success of the new curriculum reforms.
Updated: Jun. 02, 2009