- Title
- Educators'perceptions on the contribution of South African Democratic Teachers' Union to teacher professional development
- Creator
- Kwayiba, Xolile Lawrence
- Subject
- Teachers' unions Teachers -- In-service training -- South Africa -- Eastern Cape Teachers -- Training of -- South Africa -- Eastern Cape
- Date Issued
- 2015
- Date
- 2015
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10353/6081
- Identifier
- vital:29489
- Description
- The purpose of the study was to investigate the educators’ perceptions on the role of the South African Democratic Teachers’ Union (SADTU) in teacher professional development. The study also investigated the Union’s perceived challenges in contributing to teacher professionalism in South Africa, their perceived professional priorities and perceived expectations of teachers. The research genre used for this study was the interpretivism or constructivism paradigm. The qualitative methodology was used and case study employed as the research design of the study. The findings of this study were that SADTU were perceived as militant activists. Their activities were perceived as often very disruptive to education and their role appeared to be more politically focused than educational. They promoted and protected teacher labour rights and interests. However, they had no programme, nor the expertise nor the resources to respond to teachers’ professional development needs. The perceptions about them were that they had minimal or negligible contribution to teacher professional development. SADTU conducted training, but with nothing of value to teacher professional development. The unethical, unconstitutional and professionally non-developmental cadre deployment of SADTU leadership compromised the Union. Another finding was the important role of appropriate continuous professional development programmes in the improvement of the teachers’ own professional development, in the improvement of classroom practices and eventual enhanced learner performance. Inclusive to professional development are educationally good skills and values to colleagues, learners and parents both at school and out of school. Recommendations for SADTU were the: development of a clear programme on Teacher Professional Development; mobilisation of SADTU members towards restoring and enhancing the dignity of the teaching profession; engaging politically in curriculum policymaking to form inclusive professional associations; ending cadre deployment for senior management posts by SADTU leadership; establish development centres for critical maths and science, computers skills and other subjects and resuscitation of teacher colleges.
- Format
- 185 leaves
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
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