84
Views
3
CrossRef citations to date
0
Altmetric
Original Articles

In-service training for technology teachers: A needs assessment

&
Pages 15-29 | Published online: 20 Aug 2013

References

  • Ballheim, C. (2001). Reader reactions: in-service training. Mathematics Education Dialogue May/June. 5p. Available from http://www.ntcm.org/dialogues/200105/20010503print.htm. [Date of access: 10 March 2006].
  • Boyle, B., Lamprianou, J. & Boyle, T. (2005). A longitudinal study of teacher change: what make professional development effective? School Effectiveness and School Improvement, 16 (1), 1–27.
  • Büchner, J. (1996). Perspektiewe op beroepspraktiese onderwyseropleiding. Acta Academic, 28 (3), 119–137.
  • Büchner, J. & Hay, D. (1999). Learning to teach: a framework for teacher induction. South African Journal of Education, 19 (4), 320–326.
  • Bybee, R.W. (2001). Effective professional development for technology teachers. Technology Teacher, 60 (1), 23–28.
  • Bybee, R.W. & Loucks-Horsley, S. (2000). Advancing technology education: the role of professional development. Technology Teacher, 60 (2), 31–34.
  • Desimone, L.M., Porter, A.C., Garet, M.S., Yoon, K.S. & Birman, B.F. (2002). Effects of professional development on teachers' instruction: results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24 (2), 81–112.
  • Department of Education. (2005). A national framework for teacher education in South Africa. Report of the Ministerial Committee on Teacher Education. South Africa: Department of Education.
  • Engelbrecht, W., Ankiewicz, P. & De Swardt, E. (2007). An industry-sponsored, school-focused model for continuing professional development of technology teachers. South African Journal of Education, 27, 579–595.
  • Erickson, G., Brandes, G.M., Mitchell, I. & Mitchell, J. (2005). Collaborative teacher learning: findings from two professional development projects. Teaching and Teacher Education, 21, 787–798.
  • Gouws, E. & Decker, A-M. (2006). Onderwysers se belewing van indiensopleiding met betrekking tot die hersiene nasionale kurrikulumverklaring: 'n gevallestudie. Tydskrif vir geesteswetenskappe, 46 (4), 416–427.
  • Guskey, T.R. & Sparks, D. (1996). Exploring the relationship between staff development and improvements in student learning. Journal of Staff Development, 17 (4), 34–38.
  • Henning, E. (1994). In-service education for unqualified teachers: suggestions for an alternative model. South African Journal of Education, 21 (6), 595–609.
  • Henning, E. (2000). The case for a new mindset. Financial Mail, 159 (5), 42–43.
  • Jones, A. & Compton, V. (1998). Towards a model for teacher development in technology education, from research to practice. International Journal of Technology and Design Education, 8 (1), 51–65.
  • Jurasaite-Harbison, E. (2005). Co-constructing teacher's professional identity in a research discourse: an opportunity for a professional development in a non-formal setting. Trames: A Journal of the Humanities and Social Sciences, 9, 159–176.
  • Knight, P. (2002). A systemic approach to professional development: learning as practice. Teaching and Teacher Education, 18, 229–241.
  • Kuiper, J. & Wilkinson, W. (1998). Teachers' professional development through technology education. South African Journal of Higher Education, 12 (1), 207–219.
  • Lanka, B. (2004). SUNSTEP report—Northern Free State. 3p. (Unpublished)
  • Lavonen, J., Meisalo, V., & Juuti, K. (2004). The role of researchers in the implementation of educational policies: the Finnish Luma programme as a case study. Journal of Baltic Science Education, 2 (6), 34–42.
  • Lee, H-J. (2005). Developing a professional development program model based on teachers' needs. Professional educator, 27 (2), 39–49.
  • Lessing, A. & De Witt, M. (2007). The value of continuous professional development: teachers' perceptions. South African Journal of Education, 27, 53–67.
  • Lester, J.L. (2003). Planning effective secondary professional development programs. American Secondary Education, 32, 49–61.
  • Louck-Horsley, S. (1999). Research on professional development for teachers of mathematics and science: the state of the scene. School Science and Mathematics Association. May. Available at http://www.findarticles.com/p/articles/miqa3557/is199905/ai/n8834380/print.html [Date of access: 14 November 2005].
  • Mashile, E.O. (2002). Continuous professional development of educators: the state, professional councils and higher education. South African Journal of Higher Education, 16, 174–182.
  • Mashile, E.O. & Vakalisa, N.C.G. (1999). Accreditation of in-service education and training (INSET) programmes for school educators. South African Journal of Higher Education, 13 (2), 91–98.
  • Milano, M. & Ullios, D. (1998). Designing powerful training. The sequential-iterative model. San Francisco: Jossey-Bass‥
  • Murphy, N. (2000). Designing staff development with the system in mind. National Staff Development Council, September. Available at http://www.nsdc.org/library/publications/results/res9-00murp.cfm [Date of access: 14 November 2005].
  • Nkopodi, N. 2006. Educators' perceptions of an in-service training programme. Africa Education Review, 3 (1+2), 67–83.
  • Onwu, D. & Mogari, G.O.M. 2004. Professional development for outcomes-based education curriculum implementation: the case of UNIVEMALASHI, South Africa. Journal of Education for Teaching, 30 (2), 161–177.
  • Pithouse, K. (2001). Adapt or die? A teacher's evaluation of a curriculum 2005 re-training workshop. Perspectives in Education, 19, 154–158.
  • Poggenpoel, M. & Myburgh, C. (2004). The researcher as research instrument in education research: a possible threat to trustworthiness? (A research instrument). Education, 124 (2), 320, 418–422.
  • Postma, F. (2004). Report on SUNSTEP in the Northen-Cape. (unpublished)
  • Potenza, E. (2002). The toughest nut to crack. Teacher 6. Available at http://www.teacher.co.za/cms/article-2002-06-7–1522.html [Date of access: 27 September 2004].
  • Potgieter, C. (2004). The impact of the implementation of technology education on in-service teacher education in South Africa. International Journal of Technology and Design Education 14, 205–218.
  • Putnam, R.T. & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Education Research 29, 4–15. Available at http://35.8.171.42/aera/pubs/er/arts/29-01/putnam01.htm [Date of access: 1 February 2006].
  • Reitzug, U.C. (2002). School reform proposals: the research evidence. Education Policy Studies Laboratory March. Available at http://www.asu/edu/educ/epsl/EPRU/documents/EPRU%202002-101/Chapter%2012 [Date of access: 5 December 2005].
  • Rogan, J.M. (2000). Strawberries, cream and the implementation of Curriculum 2005: towards a research agenda. South African Journal of Education, 20, 118–125.
  • Rude, H.A. & Brewer, R.D. (2003). Assessment of professional development systems: improving rural special education services. Aural Special Education Quarterly, 22, 20–28.
  • Ruberg, L.F. (2005). Applying the design process to curriculum development in technology education. Paper presented at the Centre for Educational Technologies Conference. July, 6p. Available at http://www.cet/edu/research/pdf/rubergaera03.pdf [Date of access: 11 November 2005].
  • Sears, P.S. & Kommer, D. (2004). The key to successful professional development and application in the area of technology. Professional Development in Technology 1–20, 7July.
  • Stevens, A. (2004). Technology teacher education in South Africa. Available at http://www.iteaconnect.org/PATT15/Stevens.pdf [Date of access: Nov. 2005].
  • Stein, S.J., McRobbie, C.J. & Ginss, I.S. 2001. Authentic program planning in technology education. International Journal of Technology and Design Education, 11, 239–261.
  • Steyn, H.S. (1999). Praktiese beduidendheid: die gebruik van effekgroottes. Wetenskaplike bydraes. Reeks B: Natuurwetenskappe nr 117. Potchefstroom: Potchefstroom Universiteit vir Christelike Hoër Onderwys.
  • Stuart, S.S. & Kunje, D. (2000). Malawi integrated service teacher education. Subject: an analysis of the curriculum and its delivery to the colleges. (Muster discussion paper II, February.) University of Sussex Institute of Education, Centre for International Education.
  • Thyer, B.A. (2001). The Handbook of Social World Research Methods. London: Sage.
  • Van der Walt, J.L. (2000). Kurrikulum 2005: 'n Duur mislukte eksperiment? Woord en Daad, 40, 2–6.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.