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dc.contributor.advisor Themane, M. J. Tshehla, Hlanyana Andries 2022-11-08T09:12:10Z 2022-11-08T09:12:10Z 2022
dc.description Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2022 en_US
dc.description.abstract The effective delivery of quality education depends, to a greater extent, on the quality of teachers. These teachers need to keep pace with the continuous growth of professional knowledge, skills and competences. This study evaluates teacher development programmes in Siyabuswa Circuit, Mpumalanga Province. Professional Learning Communities (PLC) is one of the initiatives that support and improve teacher knowledge and competences. Hence this study seeks to obtain teachers’ perspectives of the PLCs as a teacher development programme. This will probably shed more light into challenges faced by teachers in participating and benefitting from these developmental programmes. Scharmer (2009) states that when a new development unfolds, people may respond to it in two ways: they muddle through or fight back. Scharmer’s Theory U is thus reflected upon in this study as well to help explain and clarify these perspectives so that appropriate strategies can be found to improve teacher development and quality performance in turn. en_US
dc.format.extent vii, 84 leaves en_US
dc.language.iso en en_US
dc.relation.requires PDF en_US
dc.subject Programme evaluation en_US
dc.subject Teacher professional development en_US
dc.subject Professional Learning Communities en_US
dc.subject Theory U en_US
dc.subject Integrated Strategic Planning Framework for Teacher Education and Development en_US
dc.subject.lcsh Professional learning communities en_US
dc.subject.lcsh Teachers en_US
dc.subject.lcsh Education en_US
dc.subject.lcsh Total quality management in education en_US
dc.subject.lcsh Teachers -- In-service training en_US
dc.title Evaluation of teacher development programmes : perspectives on professional learning communities in Siyabuswa Circuit-Mpumalanga Province en_US
dc.type Thesis en_US

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