Developing a culture of collaboration and learning among natural science teachers as a continuous professional development approach in a province in South Africa

References

• Bandura, A. 1971. Social Learning Theory. New York: General Learning Press.
   Google Scholar
• Bantwini, B. D. 2010. “How Teachers Perceive the New Curriculum Reform: Lessons from a School District in the Eastern Cape Province, South Africa.” International Journal of Educational Development 30: 83–90.
   Web of Science ®Google Scholar
• Bantwini, B. D. 2012. “Primary School Science Teachers’ Perspectives Regarding Their Professional Development: Implications for School Districts in South Africa.” Professional Development in Education Journal 38 (4): 517–532.
   Google Scholar
• Bantwini, B. D. 2017. “Analysis of Teaching and Learning of Natural Science in Selected Primary Schools in a Province in South Africa.” Journal of Education 67 (1): 39–64.
   Google Scholar
• Bantwini, B. D., and N. Diko. 2011. “Factors Affecting South African District Officials’ Capacity to Provide Effective Teacher Support.” Creative Education, Scientific Research 2 (3): 103–112.
   Google Scholar
• Bertram, C. 2011. “What Does Research Say about Teacher Learning and Teacher Knowledge? Implications for Professional Development in South Africa.” Journal of Education 52 (0): 3–26.
   Google Scholar
• Boyce, C., and P. Neale. 2006. “Conducting In-Depth Interviews: A Guide for Designing and Conducting In-Depth Interviews for Evaluation Input.” Pathfinder International Tool Series, Monitoring and Evaluation-2.
   Google Scholar
• Brouwer, P. 2011. “Collaboration in Teams.” PhD diss., University of Utrecht, the Netherlands.
   Google Scholar
• Brown, J. S., A. Collins, and P. Duguid. 1989. “Situated Cognition and the Culture of Learning.” Educational Researcher 18 (1): 32–42.
   Google Scholar
• Brownell, M. T., A. Adams, P. Sindelar, N. Waldron, and S. Vanhover. 2006. “Learning from Collaboration: The Roles of Teacher Qualities.” Council for Exceptional Children 72 (2): 169–185.
   Web of Science ®Google Scholar
• Centre for Development and Enterprise. 2007. Doubling for Growth: Addressing the Math and Science Challenge in South Africa’s Schools. Johannesburg: The Centre for Development and Enterprise.
   Google Scholar
• Chen, P., and T. Wang. 2015. “Exploring the Evolution of a Teacher Professional Learning Community: A Longitudinal Case Study at a Taiwanese High School.” Teacher Development 19 (4): 427–444.
   Web of Science ®Google Scholar
• Cobb, P., K. McClain, T. de Silva Lamberg, and C. Dean. 2003. “Situating Teachers’ Instructional Practices in the Instritutional Setting of the School and District.” Educational Researcher 32 (6): 13–24.
   Google Scholar
• Cochran, K. F. 1997. “Pedagogical Content Knowledge: Teachers’ Integration of Subject Matter, Pedagogy, Students, and Learning Environment.” Accessed March 20, 2016. https://www.narst.org/publications/research/pck.cfm
   Google Scholar
• Coe, K., A. Carl, and L. Frick. 2010. “Lesson Study in Continuing Professional Teacher Development: A South African Case Study.” Acta Academia 42 (4): 206–230.
   Google Scholar
• Cordingley, P., M. Bell, B. Rundell, D. Evans, and A. Curtis. 2003. The Impact of Collaborative CPD on Classroom Teaching and Learning: How Does Collaborative Continuing Professional Development (CPD) for Teachers of the 5–16 Age Range Affect Teaching and Learning? London: EPPI-Centre.
   Google Scholar
• Creswell, J. W. 2003. Research Design. 2nd ed. Thousand Oaks, CA: SAGE.
   Google Scholar
• Creswell, J. W., and V. L. Plano Clark. 2018. Designing and Conducting Mixed Methods Research. Thousand Oaks, CA: SAGE.
   Google Scholar
• Darling-Hammond, L., and N. Richardson. 2009. “Teacher Learning: What Matters?” Educational Leadership 66 (5): 46–53.
   Web of Science ®Google Scholar
• DBE (Department of Basic Education) 2011. “Guidelines on the Organization, Roles and Responsibilities of Education Districts.” Pretoria, South Africa.
   Google Scholar
• DBE (Department of Basic Education) 2015. “Professional Learning Communities – A Guideline for South African Schools.” Pretoria, Republic of South Africa.
   Google Scholar
• Dogan, S., R. Pringle, and J. Mesa. 2016. “The Impacts of Professional Learning Communities on Science Teachers’ Knowledge, Practice and Student Learning: A Review.” Professional Development in Education 42 (4): 569–588.
   Web of Science ®Google Scholar
• Dufour, R. 2004. “What is a Professional Learning Community?” Educational Leadership 61 (8): 6–11.
   Web of Science ®Google Scholar
• Edutopia team. 2008. “Why is Teacher Development Important? Because Students Deserve the Best.” Accessed October 19, 2015. http://www.edutopia.org/teacher-development-introduction
   Google Scholar
• Engelbrecht, P., M. Oswald, and C. Forlin. 2006. “Promoting the Implementation of Inclusive Education in Primary Schools in South Africa.” British Journal of Special Education 33 (3): 121–129.
   Google Scholar
• Ertesvåg, S. K. 2011. “Improving Teacher Collaboration: The Role of Classroom Characteristics and Individual Factors on Teachers’ Collaboration: A Latent Growth Curve Approach.” Paper presented at the ICSEI Congress 2011 International Congress for School Effectiveness and Improvement. Linking Research, Policy and Practice to Promote Quality in Education, Limassol, Cyprus, January 4–7. Accessed June 1, 2016. http://www.icsei.net/icsei2011/Full%20Papers/0090.pdf
   Google Scholar
• Grierson, A. L., and T. L. Gallagher. 2009. “Seeing is Believing: Creating a Catalyst for Teacher Change through a Demonstration Classroom Professional Development Initiative.” Professional Development in Education 35 (4): 567–584.
   Google Scholar
• Haiyan, Q., A. Walker, and Y. Xiaowei. 2016. “Building and Leading a Learning Culture among Teachers: A Case Study of a Shanghai Primary School.” Educational Management Administration and Leadership 45 (1): 101–122. doi:10.1177/1741143215623785
   Web of Science ®Google Scholar
• Hargreaves, A. 2005. “Educational Change Takes Ages: Life, Career and Generational Factors in Teachers’ Emotional Responses to Educational Change.” Teaching and Teacher Education 25: 967–983.
   Google Scholar
• Heystek, J., and R. Terhoven. 2014. “Motivation as Critical Factor for Teacher Development in Contextually Challenging Underperforming Schools in South Africa.” Professional Development in Education 41 (4): 624–639. doi:10.1080/19415257.2014.940628
   Web of Science ®Google Scholar
• Holtman, L., and M. Rollnick. 2010. “Research on Teaching and Learning in Access Courses.” In Identifying Potential for Equitable Access to Tertiary Level Science, edited by M. Rollnick, 109–134. New York: Springer Business and Science Media.
   Google Scholar
• Hord, S. M. 2008. “Evolution of the Professional Learning Community.” JSD: The Journal of the National Staff Development Council 29 (3): 10–13.
   Google Scholar
• Jita, L. C., and M. L. Mokhele. 2012. “Institutionalising Teacher Clusters in South Africa: Dilemmas and Contradictions.” Perspectives in Education 30 (2): 1–11.
   Web of Science ®Google Scholar
• Jita, L. C., and M. L. Mokhele. 2014. “When Teacher Clusters Work: Selected Experiences of South African Teachers with the Cluster Approach to Professional Development.” South African Journal of Education 34 (2): 1–15.
   Web of Science ®Google Scholar
• Jita, L. C., and Ndlalane, T. 2009. “Teacher Clusters in South Africa: Opportunities and Constraints for Teacher Development and Change.” Perspectives in Education 27 (1) 58–68.
   Web of Science ®Google Scholar
• Joyce, B., and B. Showers. 2003. “Student Achievement through Staff Development.” National College for School Leadership. Accessed May 5, 2016. https://www.unrwa.org/sites/default/files/joyce_and_showers_coaching_as_cpd.pdf
   Google Scholar
• Kempen, M. E., and G. M. Steyn. 2015. “An Investigation of Teachers’ Collaborative Learning in a Continuous Professional Development Programme in South African Special Schools.” Journal of Asian and African Studies 52 (2): 157–171. doi:10.1177/0021909615570950
   Web of Science ®Google Scholar
• Kennedy, A. 2005. “Models of Continuing Professional Development: A Framework for Analysis.” Journal of In-Service Education 31 (2): 235–250.
   Google Scholar
• Kinzer, C., K. Million, H. Duran, and C. Bond. 2014. “Lesson Study: A Collaborative Process for Advancing Mathematics Teaching and Learning.” Literacy Information and Computer Education Journal 5 (4): 1694–1702.
   Google Scholar
• Kriek, J., and I. Basson. 2008. “Implementation of the New FET Physical Sciences Curriculum: Teachers’ Perspectives.” African Journal of Research in SMT Education 12 (1): 63–76.
   Google Scholar
• Lave, J. 1991. “Situated Learning in Communities of Practice.” In Perspectives on Socially Shared Cognition, edited by L. B. Resnick, J. M. Levine, and S. D. Teasley, 63–82. Washington, DC: American Psychological Association.
   Google Scholar
• Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
   Google Scholar
• Lee, I. 2011. “Teachers as Presenters at Continuing Professional Development Seminars in the English-as-a-Foreign-Language Context: ‘I Find It More Convincing’.” Australian Journal of Teacher Education 36 (2): 30–42.
   Google Scholar
• Luneta, K. 2012. “Designing Continuous Professional Development Programmes for Teachers: A Literature Review.” Africa Education Review 9 (2): 360–379.
   Google Scholar
• Maistry, S. M. 2008. “Towards Collaboration Rather Than Co-operation for Effective Teacher Professional Development in South Africa: Insights from Social Practice Theory.” Southern African Review of Education 14 (1): 119–142.
   Google Scholar
• Mertens, D. M. 2010. Research and Evaluation in Education and Psychology: Integrated Diversity with Quantitative, Qualitative, and Mixed Methods. Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Mestry, R., I. Hendricks, and T. Bisschof. 2009. “Perceptions of Teachers on the Benefits of Teacher Development Programmes in One Province of South Africa.” South African Journal of Education 29 (1): 475–490.
   Google Scholar
• Miles, M. B., and M. A. Huberman. 1984. Qualitative Data Analysis: A Sourcebook of New Methods. Newbury Park, CA: Sage Publications.
   Google Scholar
• Mkhwanazi, S. 2014. “Crossing the Past Political Boundary: Teacher Professional Learning in a South African Context.” Mediterranean Journal of Social Sciences 5 (10): 425–432.
   Google Scholar
• Murray, J. 2014. Designing and Implementing Effective Professional Learning. Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Naicker, S. R., and R. Mestry. 2015. “Developing Educational Leaders: A Partnership Between Two Universities to Bring about System-Wide Change.” South African Journal of Education 35 (2): 1–11.
   Web of Science ®Google Scholar
• Ndlovu, M. C. 2009. “University-School Partnerships for Social Justice in Mathematics and Science Education: The Case of the SMILES Project at IMSTUS.” South African Journal of Education 31 (1): 419–433.
   Google Scholar
• Owens, M. A., B. Pogodzinski, and W. E. Hill. 2016. “Job-Embedded Professional Development Policy in Michigan: Can it Be Successful?” Professional Development in Education 42 (2): 201–217.
   Web of Science ®Google Scholar
• Pirtle, S. S., and E. Tobia. 2014. “Implementing Effective Professional Learning Communities.” SEDL Insights 2 (3): 1–8.
   Google Scholar
• Prytula, M., and K. Weiman. 2012. “Collaborative Professional Development: An Examination of Changes in Teacher Identity through the Professional Learning Community Model.” Journal of Case Studies in Education 3 (1): 1–19.
   Google Scholar
• Ramnarain, U., and S. Ramaila. 2012. “Mentoring as a Viable and Sustainable Form of Professional Development for Physical Science Teachers.” Education as Change 16 (2): 255–268. doi:10.1080/16823206.2012.745754
   Web of Science ®Google Scholar
• Rogan, J. M., and D. F. Grayson. 2003. “Towards a Theory of Curriculum Implementation with Particular Reference to Science Education in Developing Countries.” International Journal of Science Education 25 (10): 1171–1204.
   Web of Science ®Google Scholar
• Sawyer, L. B. E., and S. E. Rimm-Kaufman. 2007. “Teacher Collaboration in the Context of the Responsive Classroom Approach.” Teachers and Teacher: Theory and Practice 13 (3): 211–245.
   Google Scholar
• Saxena, S. 2013. “How Can We Promote Teacher Collaboration?” EdTechReview. December 18. Accessed March 1, 2015. http://edtechreview.in/trends-insights/insights/844-how-can-we-promote-teacher-collaboration
   Google Scholar
• Shulman, L. S. 1986. “Those Who Understand: Knowledge Growth in Teaching.” Educational Researcher 15 (2): 4–14.
   Google Scholar
• Steyn, G. M. 2014. “Holding the Reigns to Demonstrate the Key Features of a Teacher Learning Community in a South African School.” Mediterranean Journal of Social Sciences 5 (23): 1331–1339.
   Google Scholar
• Steyn, G. M. 2015. “Creating a Teacher Collaborative Practice in A South African Primary School. The Role of the Principal.” Journal of Asian and African Studies 50 (2): 160–175.
   Web of Science ®Google Scholar
• Stoll, L., A. Harris, and G. Handscomb. 2012. Great Professional Development Which Leads to Great Pedagogy: Nine Claims from Research. Nottingham: National College for School Leadership.
   Google Scholar
• Teddlie, C., and A. Tashakkori. 2009. Foundations of Mixed Methods Research. Thousand Oaks, CA: SAGE.
   Google Scholar
• Thoonen, E. E. J., P. J. C. Sleegers, F. J. Oort, T. T. D. Peetsma, and F. P. Geijsel. 2011. “How to Improve Teaching Practice: The Role of Teacher Motivation, Organizational Factors, and Leadership Practices.” Educational Administration Quarterly 47 (3): 496–536.
   Web of Science ®Google Scholar
• Waldron, N. L., and J. McLeskey, J. 2010. “Establishing a Collaborative School Culture through Comprehensive School Reform.” Journal of Educational and Psychological Consultation 20 (0): 58–78.
   Google Scholar
• Wei, R. C., L. Darling-Hammond, A. Andree, N. Richardson, and S. Orphanos. 2009. Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. Dallas: National Staff Development Council.
   Google Scholar
• Wenger, E. 2010. “Communities of Practice and Social Learning Systems: The Career of a Concept.” In Social Learning Systems and Communities of Practice, edited by C. Blackmore, 179–198. London: Springer.
   Google Scholar
• Williams, M. 2010. “Teacher Collaboration as Professional Development in a Large Suburban High School.” University of Nebraska-Lincoln. Digital Commons@University of Nebraska-Lincoln.
   Google Scholar
• Yuan, Y., and B. McKelvey. 2004. “Situated Learning Theory: Adding Rate and Complexity Effects via Kauffman’s NK Model.” Nonlinear Dynamics, Psychology, and Life Sciences 8 (1): 65–102.
   PubMedGoogle Scholar
• Zuze, L., V. Reddy, M. Visser, L. Winnaar, and A. Govender (2017). TIMSS 2015 Grade 9, National Report: Understanding Mathematics and Science Achievement amongst Grade 9 Learners in South Africa. Cape Town: Human Sciences Research Council Press.
   Google Scholar