Papers by Seipati Ramango
Basic Education and the South African Council of Educators 2.3 CONTINUING PROFESSIONAL DEVELOPMEN... more Basic Education and the South African Council of Educators 2.3 CONTINUING PROFESSIONAL DEVELOPMENT OF TEACHERS IN SOUTH AFRICA 2.3.1 The Objectives of Continuing Professional Development for Teachers 2.3.2 The Integrated Quality Management System 2.3.3 Subject-based Continuing Professional Development 2.3.4 The Provincial Education Department Support for Continuing Professional Development of Teachers 2.3.5 District Support for Continuing Professional Development 2.3.6 Teacher Ownership and Continuing Professional Development 2.4 ORGANISATIONAL BEHAVIOUR AND LEARNING IN EDUCATION 2.4.1 Organisational Behaviour and Development 2.4.2 Organisational Learning 2.4.3 The Experiential Learning Theory and Kolb's (1984) Learning Cycle 2.4.4 Reflective Learning 2.4.5 Integration of Experiential Learning and Reflective Learning v 2.5 COLLABORATIVE CONTINUING PROFESSIONAL DEVELOPMENT 2.5.1 Teacher Clusters as Support Opportunities for Continuing Professional Development 2.6 THE ROLE OF SCHOOL LEADERSHIP AND MANAGEMENT IN CONTINUING PROFESSIONAL DEVELOPMENT 2.6.1 The Role of the Principal and the School Management Team in the Continuing Professional Development of Teachers 2.6.2 Performance Management and Evaluation 2.6.3 Leadership and Management in Teacher Motivation and Development 2.7 CONCLUSION CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY 3.
Journal of education (Durban), Apr 22, 2022
The need to identify and address South African school leaders' challenges in developing an inclus... more The need to identify and address South African school leaders' challenges in developing an inclusive education culture frames the purpose of this study. A qualitative methodology using a multiple case study design in three secondary schools was employed. Data collection ensued through focus group interviews with school management teams (SMTs) and teachers. The findings highlight areas that both challenge and overwhelm SMTs. These areas include the inadequate implementation of the screening, identification, assessment and support (SIAS) policy, the need for parent support for inclusivity, and inclusive pedagogy limitations. Furthermore, there is a need for human and financial resources to support inclusive education. The study proposes a framework that clarifies the role of the SMT in facilitating inclusivity. The framework posits the need for visionary, strategic, and social justice leadership, focuses on ways to transform the school culture, and offers practical guidance for translating the SIAS policy into practice.
Journal of Education
The need to identify and address South African school leaders' challenges in developing an in... more The need to identify and address South African school leaders' challenges in developing an inclusive education culture frames the purpose of this study. A qualitative methodology using a multiple case study design in three secondary schools was employed. Data collection ensued through focus group interviews with school management teams (SMTs) and teachers. The findings highlight areas that both challenge and overwhelm SMTs. These areas include the inadequate implementation of the screening, identification, assessment and support (SIAS) policy, the need for parent support for inclusivity, and inclusive pedagogy limitations. Furthermore, there is a need for human and financial resources to support inclusive education. The study proposes a framework that clarifies the role of the SMT in facilitating inclusivity. The framework posits the need for visionary, strategic, and social justice leadership, focuses on ways to transform the school culture, and offers practical guidance for tr...
experimentation Reflective observation Abstract conceptualisation Action plan Descriptionconceptu... more experimentation Reflective observation Abstract conceptualisation Action plan Descriptionconceptualisation Action plan Description
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Papers by Seipati Ramango