Towards a socially just continuous professional development model for teachers as adult learners

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dc.contributor.authorDasoo, Nazreen
dc.contributor.authorvan der Merwe-Muller, Lorna
dc.date.accessioned2022-10-04T11:08:09Z
dc.date.available2022-10-04T11:08:09Z
dc.date.issued2022
dc.description.abstractIn 2020, the world experienced an unprecedented pandemic with devastating, lasting effects. For South Africa, it revealed stark inequalities in society and in schools. One such disparity was that between the digitally advantaged and digitally disadvantaged in the workplace. South African teachers, like their global counterparts, lamented about their readiness to teach online and in blended classrooms. This prompted our investigation into how teachers as adult learners experience continuous professional teacher development(CPTD) in times of crisis. An exploratory case study, with a purposeful sample of 26 teachers at an independent primary school in Johannesburg, was undertaken. We discovered that teachers struggled with emotional stress and pressure in their efforts to acquire digital skills and competencies within a limited time frame. Hence, appropriate CPTD to support teachers, especially in a time of crisis, is crucial. We present an innovative model for CPTD, which has the potential to meet the needs of post-pandemic teaching and learning as well as provide for socially just CPTD opportunities.en_US
dc.identifier.citationDasoo,N & van der Merwe-Muller,L. (2022). Adult education and learning access: Hope in times of crisis in South Africa. Towards a socially just continuous professional development model for teachers as adult learners. pg. 144-167en_US
dc.identifier.isbn978-1-928332-89-3
dc.identifier.urihttp://hdl.handle.net/10566/8008
dc.language.isoenen_US
dc.subjectSouth Africaen_US
dc.subjectBlended classroomsen_US
dc.subjectPandemicen_US
dc.titleTowards a socially just continuous professional development model for teachers as adult learnersen_US
dc.typeBook chapteren_US

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