Examining the invisible loop: Tutors in large scale teacher development programmes

Abstract

The recent curriculum changes in the South African education system have necessitated the development of large scale in-service training programmes for teachers. For some teacher training providers this has resulted in utilizing the services of tutors or facilitators from the various regions to deliver the programme. This article examines the role of the part-time tutors in one such programme (designed to upgrade and retrain Mathematical Literacy (ML) teachers in KwaZulu-Natal (KZN)). The purpose of this qualitative case study was to elicit the tutors' perceptions of the learning offer in the various modules and their reflections about the ways in which their participation in the programme enhanced their professional development. The sample comprised 10 out of a total of 25 tutors. Data was generated from the tutors' detailed reflections as documented in response to questions in an open form questionnaire. The participants reported on specific areas of growth in their professional development, including a deepening of their mathematics content knowledge and pedagogic content knowledge. They were also able to provide detailed recommendations for improving the learning offer. The article concludes by calling for increased involvement by tutors in the development and implementation of these large scale teacher development programmes.

Keywords:

• Mathematical Literacy
• ACE
• tutors
• professional development
• pedagogic content knowledge

Notes on contributor

Sarah Bansilal is an Associate Professor in mathematics education at the University of KwaZulu-Natal. Her teaching and research interests are in the conceptual development of mathematics concepts as well as in the professional development of mathematics teachers in a developing context.