Reframing Professional Development for South African Schools
An Appreciative Inquiry Approach
Bibliographic Data
| ID | 9728912 |
|---|---|
| Authors | G M Steyn (University of South Africa, Pretoria, corresponding author) |
| Year | 2012 |
| Volume | 44 |
| Issue | 3 |
| Pages | 318-341 |
| Publication date | 2012-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124510392569 |
| OpenAlex | W2169941870 |
| Language | EN |
| References cited | 25 |
Often research on the professional development (PD) of staff is framed within a problem-based context that focuses on the PD-related problems experienced by staff. This study pursued a different approach by using the appreciative inquiry (AI) theoretical perspective to study the positive experiences of staff in respect of PD and their desire to improve the practice of PD even further. A qualitative study was carried out among four schools with maximum variance. The findings reveal the main aim of continuing PD, the changing attitudes engendered by PD, the prominent role of the principal and the requirements for effective PD programs including the selection of facilitators, appropriate venues and the timing and duration of workshops, as well as feedback on workshops. The study provides evidence that an AI approach may be used as a basis for identifying guidelines on improving PD practice. The article concludes with implications of the findings for principals of schools
Appreciative Inquiry · Cognitive reframing · Context (archaeology · Faculty Development · Higher education · Medical education · Pedagogy · Perspective (graphical · Political science · Professional development · Qualitative research · Social science · Sociology · Appreciative Inquiry and Organizational Change · Education and Critical Thinking Development · Medicine · Psychology · Reflective Practices in Education · Social Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |