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Mulaudzi, M. P. Tshiovhe, T. E. Dube, B. Raluswinga, Fhumulani Suzan 2018 2018-10-06T09:01:55Z 2018-10-06T09:01:55Z 2018-09-21 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> http://hdl.handle.net/11602/1239 Raluswinga FS. Continuing professional teacher development: a case of mathematical literacy teaching in Soutpansberg North Circuit of Vhembe District. []. , 2018 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/1239 Raluswinga, F. S. (2018). <i>Continuing professional teacher development: a case of mathematical literacy teaching in Soutpansberg North Circuit of Vhembe District</i>. (). . Retrieved from http://hdl.handle.net/11602/1239 Raluswinga, Fhumulani Suzan. <i>"Continuing professional teacher development: a case of mathematical literacy teaching in Soutpansberg North Circuit of Vhembe District."</i> ., , 2018. http://hdl.handle.net/11602/1239 TY - Dissertation AU - Raluswinga, Fhumulani Suzan AB - 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. DA - 2018-09-21 DB - ResearchSpace DP - Univen KW - Mathematical Literacy KW - Continuing professional teacher development KW - Pedagogical content knowledge KW - Teaching KW - Learning KW - Implementation LK - https://univendspace.univen.ac.za PY - 2018 T1 - Continuing professional teacher development: a case of mathematical literacy teaching in Soutpansberg North Circuit of Vhembe District TI - Continuing professional teacher development: a case of mathematical literacy teaching in Soutpansberg North Circuit of Vhembe District UR - http://hdl.handle.net/11602/1239 ER - MEd (Curriculum Studies) Department of Curriculum Studies 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. NRF 1 online resource (xii, 110 leaves) en University of Venda Mathematical Literacy Continuing professional teacher development Pedagogical content knowledge Teaching Learning Implementation UCTD 510.71268257 Career development -- South Africa -- Limpopo Teachers -- South Africa -- Limpopo Career education -- South Africa -- Limpopo Education -- South Africa -- Limpopo Professional education -- South Africa -- Limpopo Mathematics -- Study and teaching -- South Africa -- Limpopo Mathematics teachers -- Training of -- South Africa -- Limpopo Continuing professional teacher development: a case of mathematical literacy teaching in Soutpansberg North Circuit of Vhembe District Dissertation open.access