"The Teacher Development Summit (‘the Summit’) of 29 June to 2 July 2009 represents an important historical moment: it has been a national gathering of all stakeholders, who have come together as a result of a call from teachers themselves through their organised formations and supported by the Department of Education, the Education Labour Relations Council (ELRC), the South African Council for Educators (SACE) and the Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA).

The Summit has been a rare and important opportunity to think afresh and innovatively about the many challenges relating to teacher development. Practising teachers were strongly represented among the Summit participants, and made their voices heard both in the formal sessions and a special round table discussion in which they shared their experience of teacher development activities, both positive and negative."

 

The “single most important factor influencing the quality of education is the quality of teachers, and that quality of teaching and learning cannot rise above the ceiling imposed by low teacher capacity.” Therefore the “cause of poor teaching lies not with teachers but with the teacher education system that produced them.”

"Dr. Melissa Crum is an artist, education consultant and diversity practitioner who works with many educators in urban schools. She noticed that many teachers had challenges teaching and relating to students who did not share their same cultural background. So, she worked with a museum educator to create an arts-based professional development series that helps educators think about how they are thinking about their diverse students. Her personal story and professional practice work together to tell a creative, inspiring, and eye-opening message that everyone must hear. This talk was given at a TEDx event using the TED conference format but independently organized by a local community."

Published by TEDx Talks on Jun 17, 2015

"The landscape and environment of the classroom have changed with the new innovative methods being used and children appearing to be more outspoken than before.

Executive director of the National Professional Teachers Organisation (Naptosa) Basil Manuel joins CapeTalk host Abongile Nzelenzele to give insight into the teaching profession, why some teachers are losing control of classrooms, and whether the profession is under threat."

Listen to the interview on Eyewitness News

"In a good system, a child in a rural poorer community and a child in a wealthier urban suburb should have an equally good teacher standing in front of them every day. But,  when we look at the data on how teachers are trained in South Africa, it is clear that our system still sets teachers up for failure long before they even enter the classroom – and in the process further disadvantages the children they teach."

Read more in the article on Daily Maverick

"The World Economic Forum’s Global Information Technology Report 2016, which ranks the quality of education in 139 countries, placed South Africa 137th. Although its methodology has been criticised, other international assessments, such as the TIMSS (Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study), have reported similar poor levels of educational achievement in South Africa."

Read more in this article in Mail and Guardian

capitecThe Learning Study approach is a model for Teacher Professional Development engagement with teachers in the classroom.  Learning study embraces an explicit learning theory, namely variation theory.  This is a pedagogical theory for framing the learning experience and addressing the learning gap often evident in learners. 

sdu logo 0The theory gives teachers a language for explaining how learners respond in the class, thus enhancing their capacity for diagnosing learner misconceptions. The Learning Studypilot was funded by Capitec Foundation,  and has had significant influence on the way future interventions have been planned at the Schools Development Unit (SDU).  The outcomes have led to the extension of the theory to other subject areas, namely English and the Sciences.

capitecThe Learning Study approach is a model for Teacher Professional Development engagement with teachers in the classroom.  Learning study embraces an explicit learning theory, namely variation theory.  This is a pedagogical theory for framing the learning experience and addressing the learning gap often evident in learners. 

sdu logo 0The theory gives teachers a language for explaining how learners respond in the class, thus enhancing their capacity for diagnosing learner misconceptions. The Learning Studypilot was funded by Capitec,  and has had significant influence on the way future interventions have been planned at the Schools Development Unit (SDU).  The outcomes have led to the extension of the theory to other subject areas, namely English and the Sciences. 

"The National Development Plan stresses that South Africa has set itself the goals of eradicating poverty, reducing inequality, growing the economy by an average of 5.4 percent, and cutting the unemployment rate to 6 percent by 2030. Education, training and innovation are critical to the attainment of these goals. Therefore improved learner performance, especially in subjects such as Mathematics, Science and Technology (MST), is critical in the Basic Education Sector.

 "Around one in five teachers (18%) [in the UK] expect to leave the classroom in less than two years while two-fifths of teachers, school leaders and support staff want to quit in the next five years – blaming “out of control” workload pressures and “excessive” accountability, according to a poll by the country’s biggest teaching union."

Read more in The Guardian

"In terms of the White Paper on e-Education, a national framework for teacher development in ICT has to be developed. The framework should provide an understanding of the interrelationship between different components of teacher development in order to assist teachers, managers, policy makers and service providers. This document sets out the ICT knowledge, skills, values and attitudes needed by teachers to implement the National Curriculum Statement effectively."

Read the full report on schoolnet.org

The Teacher Development Summit, held in July 2009, was a ground-breaking event, which brought together for the first time all the stakeholders from across the teacher education and development sector in South Africa, with the primary goal of highlighting and addressing the challenges being experienced in teacher education and development, especially by teachers.

The Summit resulted in a Declaration that called for the development of a new, strengthened, integrated national Plan for teacher development in South Africa. Stakeholders represented at the Summit continued to collaborate after the Summit towards the production of the new Plan. This document represents the outcome of their work.

"Finland is one of the highest-achieving school systems in the world. As part of a comprehensive strategy for creating high-quality education for all students, Finland created a new approach to teacher preparation and training. This short video illustrates teacher development at the Vikki Teacher Training School which is part of the University of Helsinki."

Published by StanfordSCOPE on May 17, 2017

"The purpose of this guide is to give principals and senior school management information on using and managing ICT resources so that they can provide leadership in their schools. The guide also considers some implications of the use of the computer and related resources for teaching and learning. The authors hope that it will also be a valuable resource for other senior members of the school staff, and for School Governing Bodies."

Read the guide on education.gov.za

'A growing number of South African teachers are leaving their posts for positions abroad. Speaking to the Citizen, the South African Council of Educators (Sace) said the exodus of young, qualified teachers was of great concern. “This is a dire situation and it is not the first time that it is raised,” said Sace spokesperson Thembinkosi Ndhlovu. “We also dealt with this issue about a year or two ago after we realised that qualified South African teachers were leaving the country in their numbers to go abroad seeking greener pastures,” he said.'

Read more in Business Tech

"The Minimum Requirements for Teacher Education Qualifications has multiple users. It is used by the DHET to evaluate teacher education qualification programmes, submitted by public universities, for approval for inclusion in their Programme and Qualifications Mix (PQM) and therefore for funding and to evaluate teacher education programmes submitted by private higher education institutions for registration, enabling them to offer the programme. It is also used by the CHE and the HEQC to inform their teacher education accreditation and quality assurance processes."

Read the Minimum Requirements for Teacher Education Qualifications (MRTEQ), issued by the Department of Higher Education, 19 Feb 2015.

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