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By Jill Adler, Yvonne Reed

The study might be defined as a practice-based examine of situations, with academics' school room perform as its concentration. The examine was once framed by means of a few of the following questions: What assets have been to be had to academics and the way have been they used?; what ways did lecturers take to novices and learning?; what have been the language practices of academics and inexperienced persons in bilingual and multilingual school room settings?the a number of instructor roles embedded in those questions, e.g. mediator, assessor and reflective practioner, are defined in South Africa's present instructor schooling coverage.

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Extra resources for Challenges of Teacher Development - an Investigation of Take up in South Africa

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Furthermore, the comment of tutors (as well as mentors and peers) on the teachers’ efforts at planning, practice and reflection is an essential part of the process. The opportunities should be developmental or formative. In the Wits FDE programmes there is an emphasis on ongoing developmental assessment with a school and classroom focus. As an evaluation of the English language teaching FDE noted: The notion that teachers need to be researchers in their own classroom is a theme through all the assignments And What is interesting about the assessment design for this course is that whereas the detailed content of the assignments and examination questions differs from unit to unit, the basic processes through which students are required to work are broadly similar.

Johannesburg: SAIDE. 35 CHAPTER 3 Jill Adler and Yvonne Reed Researching teachers’ take-up from a formal in-service professional development programme Introduction The challenges outlined in Chapter 1 of this book include the challenges of researching teachers’ take-up from the Further Diploma in Education (FDE) programme at the University of the Witwatersrand (Wits). In this chapter we describe and discuss the methodology of the three-year research project. We focus on two broad methodological issues: • What kind of knowledge claims can we make and what might be their status, given the methodology that was employed?

We hope that through its practical detail our description of the development and implementation of the methodology employed in the FDE research project will serve as RESEARCHING TEACHERS’ TAKE-UP 3 a stimulus to further debate on teacher education research in South Africa. We begin with a description and discussion of the research methodology that evolved over the three years of the project. We then describe the kinds of challenges we faced as the research team conceptualised and implemented the research, and reflect on both its strengths and limitations.

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