Effects of appraisal on teacher learning
Developmental appraisal policy: effects and challenges on teacher learning in South Africa
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South Africa faces challenges of teacher professionaldevelopment due to imbalances of the past.Developmental appraisal system (DAS) policy wasintroduced as an attempt to enhance teachercompetency and the quality of education. The aim ofthe study was to gain insight into how theimplementation of government policy on teacherappraisal, as a form of teacher developmentinfluences the way teachers strive to learn and seekto change their practices in different resource contexts.In the context of developing countries, there is verylittle research on what teachers do to change their practices and the w...
South Africa faces challenges of teacher professional
development due to imbalances of the past.
Developmental appraisal system (DAS) policy was
introduced as an attempt to enhance teacher
competency and the quality of education. The aim of
the study was to gain insight into how the
implementation of government policy on teacher
appraisal, as a form of teacher development
influences the way teachers strive to learn and seek
to change their practices in different resource contexts.
In the context of developing countries, there is very
little research on what teachers do to change
their practices and the way they learn. The question
is: Can teacher development, as conceptualized in DAS
promote teacher learning? i.e. can DAS provide
teachers with the requisite skills, knowledge and
attitudes for improving the quality of teaching and
learning in South African classrooms? The focus was
on policy breakdown, looking at the views of
implementers, viz. teachers at the level of the
school. Teacher learning as framework provided
conceptual focus.
This book provides a different focus on appraisal and
teacher learning in the context of a developing country.
development due to imbalances of the past.
Developmental appraisal system (DAS) policy was
introduced as an attempt to enhance teacher
competency and the quality of education. The aim of
the study was to gain insight into how the
implementation of government policy on teacher
appraisal, as a form of teacher development
influences the way teachers strive to learn and seek
to change their practices in different resource contexts.
In the context of developing countries, there is very
little research on what teachers do to change
their practices and the way they learn. The question
is: Can teacher development, as conceptualized in DAS
promote teacher learning? i.e. can DAS provide
teachers with the requisite skills, knowledge and
attitudes for improving the quality of teaching and
learning in South African classrooms? The focus was
on policy breakdown, looking at the views of
implementers, viz. teachers at the level of the
school. Teacher learning as framework provided
conceptual focus.
This book provides a different focus on appraisal and
teacher learning in the context of a developing country.
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