{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79993"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79993","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Is What They Get What They Really Need? Critical Analysis of Professional Development Models Used With Elementary Science Teachers in One School District in South Africa","abstract":"Data coding and analysis followed the iterative process suggested by Miles and Hurbeman (1984) and open and axial coding (Burnaford et al., 2001; Strauss & Corbin, 1998). Findings were presented using six main themes and sub-themes, which are all connected to the research questions. (a) Findings show that Chief Liu district used the training model with the elementary science teachers. This PDM did not address various challenges and complexities within the school district and therefore created a number of challenges that negatively impacted the success of the new curriculum reforms in the district. (b) Teachers believed that they were not being developed and that their needs were not being addressed. The perceptions about the district PDM played a critical role in how teachers received the new curriculum policy messages, how they interpreted these messages and formulated meaning, as well as how they eventually translated the formulated meanings into their classroom practice. (c) The district PDM assumed that teachers would comprehend the new science curriculum reforms and be able to implement them in their classrooms with ease. This assumption was based on the fact that the new curriculum was a revision of the previous curriculum. (d) The district PDM did not support the transfer of the newly acquired knowledge into classroom practice, resulting to lack of curriculum implementation in classrooms. Based on these findings, I recommend a development of a context-based PDM that will ensure that the internal and external factors that impact science teacher learning and change, as well as classroom teaching are fully addressed. Four phases to be considered when developing a context-based PDM are recommended.","abstract_html":"Data coding and analysis followed the iterative process suggested by Miles and Hurbeman (1984) and open and axial coding (Burnaford et al., 2001; Strauss & Corbin, 1998). Findings were presented using six main themes and sub-themes, which are all connected to the research questions. (a) Findings show that Chief Liu district used the training model with the elementary science teachers. This PDM did not address various challenges and complexities within the school district and therefore created a number of challenges that negatively impacted the success of the new curriculum reforms in the district. (b) Teachers believed that they were not being developed and that their needs were not being addressed. The perceptions about the district PDM played a critical role in how teachers received the new curriculum policy messages, how they interpreted these messages and formulated meaning, as well as how they eventually translated the formulated meanings into their classroom practice. (c) The district PDM assumed that teachers would comprehend the new science curriculum reforms and be able to implement them in their classrooms with ease. This assumption was based on the fact that the new curriculum was a revision of the previous curriculum. (d) The district PDM did not support the transfer of the newly acquired knowledge into classroom practice, resulting to lack of curriculum implementation in classrooms. Based on these findings, I recommend a development of a context-based PDM that will ensure that the internal and external factors that impact science teacher learning and change, as well as classroom teaching are fully addressed. Four phases to be considered when developing a context-based PDM are recommended.","abstract_has_math":false,"creators":["Bantwini, Bongani D."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Elementary Education","degree_department":null,"school":null,"contributors":["Barbara Hug"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:54:50Z","date_published":"2015-09-25T19:54:50Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Teacher Training"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3290174"],"render_values":[{"text":"(MiAaPQ)AAI3290174","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79993","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Barbara Hug"]},{"key":"dc:creator","label":"Author","values":["Bantwini, Bongani D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:54:50Z","10000-01-01","2007"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Elementary Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Teacher Training"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79993","(MiAaPQ)AAI3290174"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Data coding and analysis followed the iterative process suggested by Miles and Hurbeman (1984) and open and axial coding (Burnaford et al., 2001; Strauss & Corbin, 1998). 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This assumption was based on the fact that the new curriculum was a revision of the previous curriculum. (d) The district PDM did not support the transfer of the newly acquired knowledge into classroom practice, resulting to lack of curriculum implementation in classrooms. Based on these findings, I recommend a development of a context-based PDM that will ensure that the internal and external factors that impact science teacher learning and change, as well as classroom teaching are fully addressed. Four phases to be considered when developing a context-based PDM are recommended.","Made available in DSpace on 2015-09-25T19:54:50Z (GMT). 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Critical Analysis of Professional Development Models Used With Elementary Science Teachers in One School District in South Africa"]}]}],"canonical_facts":{"dc:contributor":["Barbara Hug"],"dc:creator":["Bantwini, Bongani D."],"dc:date":["2015-09-25T19:54:50Z","10000-01-01","2007"],"dc:description":["Data coding and analysis followed the iterative process suggested by Miles and Hurbeman (1984) and open and axial coding (Burnaford et al., 2001; Strauss & Corbin, 1998). Findings were presented using six main themes and sub-themes, which are all connected to the research questions. (a) Findings show that Chief Liu district used the training model with the elementary science teachers. This PDM did not address various challenges and complexities within the school district and therefore created a number of challenges that negatively impacted the success of the new curriculum reforms in the district. (b) Teachers believed that they were not being developed and that their needs were not being addressed. The perceptions about the district PDM played a critical role in how teachers received the new curriculum policy messages, how they interpreted these messages and formulated meaning, as well as how they eventually translated the formulated meanings into their classroom practice. (c) The district PDM assumed that teachers would comprehend the new science curriculum reforms and be able to implement them in their classrooms with ease. This assumption was based on the fact that the new curriculum was a revision of the previous curriculum. (d) The district PDM did not support the transfer of the newly acquired knowledge into classroom practice, resulting to lack of curriculum implementation in classrooms. 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