Browsing by Author "Tobin, Bridget"

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    A capability analysis of teacher professional development and professional teaching standards for Grade 12 History teaching in four districts in the Western Cape
    (University of the Western Cape, 2025) Tobin, Bridget
    This study examined the impact of Teacher Professional Development (TPD) and Professional Teaching Standards (PTS) on enhancing the quality of Grade 12 History teaching and improving learner achievement in selected districts of the Western Cape, South Africa. Against a backdrop of persistent educational inequality and inconsistent History results, the research aimed to evaluate how context-responsive TPD initiatives, aligned with PTS frameworks, could support teacher growth and address learner needs. Guided by Amartya Sen’s Capability Approach and Etienne Wenger’s theory of Communities of Practice, the study positioned teachers as active agents capable of transforming classroom practice through shared inquiry and thoughtful engagement in professional learning. A qualitative research design was employed, involving semi-structured interviews with 12 history teachers and four curriculum advisors from both urban and rural education districts. The findings revealed that well-supported TPD interventions, particularly those embedded in professional learning communities (PLCs), contributed to increased teacher confidence, content knowledge, and the development of learner-specific teaching strategies. Rural teachers identified a lack of resources and sustained mentorship as barriers, while urban teachers highlighted the need for continued subject-specific development. Participants unanimously supported the integration of PTS as a tool for reflective practice and professional accountability. The study proposed a sustainable, teacher-centred support model that integrated TPD, PLCs, and PTS to foster teacher agency and improve historical thinking in classrooms. It contributed to current debates on professional development by offering practical recommendations for policy and practice in the South African context. It advocated for a shift from compliance based training to capability-driven teacher development that is responsive to both professional standards and the lived realities of educators.