Initiating a school based teacher appraisal process: A study in educational innovation in South Africa

Simple item page
dc.contributor.advisorLazarus, S
dc.contributor.advisorVan, O
dc.contributor.authorPym, June
dc.contributor.otherFaculty of Education
dc.date.accessioned2013-06-11T10:42:01Z
dc.date.accessioned2024-05-28T08:03:28Z
dc.date.available2007/03/30 08:19
dc.date.available2007/03/30
dc.date.available2013-06-11T10:42:01Z
dc.date.available2024-05-28T08:03:28Z
dc.date.issued1999
dc.descriptionPhilosophiae Doctor - PhDen_US
dc.description.abstractThe culture of teaching in most South African schools is one of isolation and independence. Once individuals have qualified as teachers, there is a strong sense of getting on with the job of teaching, rather than beginning a journey of critical reflection and change. This study aims to address and contribute towards shifting this ethos and establishing a joint reflective school culture.en_US
dc.description.countrySouth Africa
dc.identifier.urihttps://hdl.handle.net/10566/15329
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectTeachersen_US
dc.subjectRatingen_US
dc.subjectSouth Africaen_US
dc.subjectEducational change, South Africaen_US
dc.titleInitiating a school based teacher appraisal process: A study in educational innovation in South Africaen_US
dc.typeThesisen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Pym_PHD_1999.pdf
Size:
149.83 MB
Format:
Adobe Portable Document Format
Download

Collections

Philosophiae Doctor - PhD (Education)