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

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dc.contributor.advisor Mulaudzi, M. P.
dc.contributor.advisor Tshiovhe, T. E.
dc.contributor.advisor Dube, B.
dc.contributor.author Raluswinga, Fhumulani Suzan
dc.date 2018
dc.date.accessioned 2018-10-06T09:01:55Z
dc.date.available 2018-10-06T09:01:55Z
dc.date.issued 2018-09-21
dc.identifier.citation 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>
dc.identifier.uri http://hdl.handle.net/11602/1239
dc.description MEd (Curriculum Studies)
dc.description Department of Curriculum Studies
dc.description.abstract 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. en_US
dc.description.sponsorship NRF en_US
dc.format.extent 1 online resource (xii, 110 leaves)
dc.language.iso en en_US
dc.rights University of Venda
dc.subject Mathematical Literacy en_US
dc.subject Continuing professional teacher development en_US
dc.subject Pedagogical content knowledge en_US
dc.subject Teaching en_US
dc.subject Learning en_US
dc.subject Implementation en_US
dc.subject.ddc 510.71268257
dc.subject.lcsh Career development -- South Africa -- Limpopo
dc.subject.lcsh Teachers -- South Africa -- Limpopo
dc.subject.lcsh Career education -- South Africa -- Limpopo
dc.subject.lcsh Education -- South Africa -- Limpopo
dc.subject.lcsh Professional education -- South Africa -- Limpopo
dc.subject.lcsh Mathematics -- Study and teaching -- South Africa -- Limpopo
dc.subject.lcsh Mathematics teachers -- Training of -- South Africa -- Limpopo
dc.title Continuing professional teacher development: a case of mathematical literacy teaching in Soutpansberg North Circuit of Vhembe District en_US
dc.type Dissertation en_US


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