Mulaudzi, M. P.Tshiovhe, T. E.Dube, B.Raluswinga, Fhumulani Suzan2018-10-062018-10-062018-09-21Raluswinga, 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/11602/1239MEd (Curriculum Studies)Department of Curriculum StudiesThe 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.1 online resource (xii, 110 leaves)enUniversity of VendaMathematical LiteracyContinuing professional teacher developmentUCTDPedagogical content knowledgeTeachingLearningImplementation510.71268257Career development -- South Africa -- LimpopoTeachers -- South Africa -- LimpopoCareer education -- South Africa -- LimpopoEducation -- South Africa -- LimpopoProfessional education -- South Africa -- LimpopoMathematics -- Study and teaching -- South Africa -- LimpopoMathematics teachers -- Training of -- South Africa -- LimpopoDissertationRaluswinga 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/11602/1239Raluswinga, 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/11602/1239Raluswinga, 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/11602/1239TY - 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 -