Building communities of practice for the continuing professional development of history teachers: insights from the TEMS project
In ‘n tydperk van snelle kurrikulum hervorming, is talle Suid Afrikaanse onderwysers gekonfronteer met die moeilike taak om nuwe kurrikula te ontwikkel en te implementeer. Dit is veral die geval vir Geskiedenis-onderwysers wat as deel van die proses vele uitdagings te bowe moet kom. Terwyl sommige o...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2007-11-01
|
| Series: | Contree |
| Subjects: | |
| Online Access: | https://newcontree.org.za/index.php/nc/article/view/413 |
| _version_ | 1797222802998165504 |
|---|---|
| author | Suriamurthee M. Maistry |
| author_facet | Suriamurthee M. Maistry |
| author_sort | Suriamurthee M. Maistry |
| collection | DOAJ |
| description | In ‘n tydperk van snelle kurrikulum hervorming, is talle Suid Afrikaanse onderwysers gekonfronteer met die moeilike taak om nuwe kurrikula te ontwikkel en te implementeer. Dit is veral die geval vir Geskiedenis-onderwysers wat as deel van die proses vele uitdagings te bowe moet kom. Terwyl sommige onderwysers kurrikulum hervorming as ‘n reuse uitdaging beskou, daag ander die beskouing uit deur die geleentheid aan te gryp vir persoonlike professionele groei. Hierdie artikel is gebaseer op die TEMS onderwyser-ontwikkelingsprojek waarin die argument ten gunste is van ‘n praktykbenadering ten opsigte van die volgehoue professionele ontwikkeling van Geskiedenisonderwysers. Die spesifieke eise wat die onderrig van Geskiedenis in ‘n post-apartheid Suid-Afrika stel, maak dit noodsaaklik dat ‘veilige plekke’ geskep word vir Geskiedenisonderwysers waar redevoering rakende die Geskiedenis-kurrikulum kan plaasvind. “Gemeenskappe van praktyk”, soos voorgestel deur Wenger, bied ‘n bruikbare teoretiese benadering vir ‘n volgehoue professionele ontwikkeling in Geskiedenisonderrig, veral in die beperkende mate van ondersteuning vanaf die provinsiale onderwysdepartmente vir Geskiedenisonderwysers. |
| first_indexed | 2024-04-24T13:27:08Z |
| format | Article |
| id | doaj.art-aa44f7d311954e238329de48ab8f323e |
| institution | Directory Open Access Journal |
| issn | 0379-9867 2959-510X |
| language | English |
| last_indexed | 2024-04-24T13:27:08Z |
| publishDate | 2007-11-01 |
| publisher | AOSIS |
| record_format | Article |
| series | Contree |
| spelling | doaj.art-aa44f7d311954e238329de48ab8f323e2024-04-04T09:38:08ZengAOSISContree0379-98672959-510X2007-11-0154010.4102/nc.v54i0.413394Building communities of practice for the continuing professional development of history teachers: insights from the TEMS projectSuriamurthee M. Maistry0School of Social Sciences Education, University of KwaZulu-NatalIn ‘n tydperk van snelle kurrikulum hervorming, is talle Suid Afrikaanse onderwysers gekonfronteer met die moeilike taak om nuwe kurrikula te ontwikkel en te implementeer. Dit is veral die geval vir Geskiedenis-onderwysers wat as deel van die proses vele uitdagings te bowe moet kom. Terwyl sommige onderwysers kurrikulum hervorming as ‘n reuse uitdaging beskou, daag ander die beskouing uit deur die geleentheid aan te gryp vir persoonlike professionele groei. Hierdie artikel is gebaseer op die TEMS onderwyser-ontwikkelingsprojek waarin die argument ten gunste is van ‘n praktykbenadering ten opsigte van die volgehoue professionele ontwikkeling van Geskiedenisonderwysers. Die spesifieke eise wat die onderrig van Geskiedenis in ‘n post-apartheid Suid-Afrika stel, maak dit noodsaaklik dat ‘veilige plekke’ geskep word vir Geskiedenisonderwysers waar redevoering rakende die Geskiedenis-kurrikulum kan plaasvind. “Gemeenskappe van praktyk”, soos voorgestel deur Wenger, bied ‘n bruikbare teoretiese benadering vir ‘n volgehoue professionele ontwikkeling in Geskiedenisonderrig, veral in die beperkende mate van ondersteuning vanaf die provinsiale onderwysdepartmente vir Geskiedenisonderwysers.https://newcontree.org.za/index.php/nc/article/view/413curriculum changecurriculum development and implementationhistory teachersteaching economic and management sciences (tems) |
| spellingShingle | Suriamurthee M. Maistry Building communities of practice for the continuing professional development of history teachers: insights from the TEMS project Contree curriculum change curriculum development and implementation history teachers teaching economic and management sciences (tems) |
| title | Building communities of practice for the continuing professional development of history teachers: insights from the TEMS project |
| title_full | Building communities of practice for the continuing professional development of history teachers: insights from the TEMS project |
| title_fullStr | Building communities of practice for the continuing professional development of history teachers: insights from the TEMS project |
| title_full_unstemmed | Building communities of practice for the continuing professional development of history teachers: insights from the TEMS project |
| title_short | Building communities of practice for the continuing professional development of history teachers: insights from the TEMS project |
| title_sort | building communities of practice for the continuing professional development of history teachers insights from the tems project |
| topic | curriculum change curriculum development and implementation history teachers teaching economic and management sciences (tems) |
| url | https://newcontree.org.za/index.php/nc/article/view/413 |
| work_keys_str_mv | AT suriamurtheemmaistry buildingcommunitiesofpracticeforthecontinuingprofessionaldevelopmentofhistoryteachersinsightsfromthetemsproject |