Deurlopende professionele ontwikkeling van onderwysers deur middel van skoolgerigte indiensopleiding en ontwikkeling

Abstract

The aim of this study into the continuous professional development (CPD) of teachers - by means of school-focussed INSET and development of teachers - is to provide schools, teachers and professional teachers' centres with the necessary support to facilitate their planning and development, organising, implementation and evaluation of effective in-service training programmes. Such programmes must focus on the professional empowerment of the teachers. It was been proven through a literature and empirical study, that the CPD of teachers, by means of effective school-based and school-focussed INSET programmes, is vitally important and should thus concentrate on INSET activities which are designed for the teachers. These INSET and staff development activities should acknowledge how the teacher prefer to learn and control said information, should leave ample space and opportunity for reflection-in-action and reflection-on-action and should focus on the teachers professional and personal needs within the framework of a dynamic school development strategy based on a well thought - through school development plan. The scenario's that learning is an on-going process throughout one's life, requires that each school keep developing and learning. This process happens in a continuum of PRESET, induction programmes for the new teachers and continuous INSET for teachers. The empowerment of the teacher is based on the right to practice in all the school processes which may have an influence on the teacher. It also entitles a teacher to INSET which includes a professional and personal component. After a thorough research and analysis of various professional development and INSET models and an empirical study, two models have been developed which are suitable vehicles for effective staff development and INSET programmes to be used by schools and professional teachers' centres to provide support for the teachers in their continuous professional and personal development. The first models is a school based school focussed value added INSET model for teachers and the second model is a classroom focussed performance management analysis, thus focus on the school as an dynamic institution which provides and nurtures developmental opportunities for each teacher. It also empowers the teacher to accommodate the changing teaching environment with its diverse demands and helps to establish an innovative and creative high quality education for all learners.