MARC details
| 000 -LEADER |
|---|
| fixed length control field |
02069nam a22002537a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20210420101000.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
210420b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER |
|---|
| International Standard Serial Number |
1814-6627 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
MSU |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Luneta, K |
| Relator term |
author |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Designing continuous professional programmes for teachers: |
| Remainder of title |
A literature review |
| Statement of responsibility, etc. |
K. Luneta |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Pretoria: |
| Name of producer, publisher, distributor, manufacturer |
Unisa Press and Routledge, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2012. |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Africa education review |
| Volume/sequential designation |
Volume 12, number 2 , |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
Continuous professional development is essential for upgrading and updating teachers because the rate of social and educational change makes pre-service training an inadequate basis for long term professional competence. The design of these continuous professional development programmes must be informed by an effective needs analysis that culminates from the teachers’ knowledge bases of curricula, instructional, content and pedagogical knowledge. The knowledge bases are conceptual frameworks upon which professional development should be based. Research shows that teachers perform better in professional development programmes whose design they are part of. This article is a literature review of professional development programmes for teachers in relation to teacher knowledge bases in South Africa. It articulates how high quality professional development programmes can be designed, implemented and evaluated, as well as the causes of failure and dissatisfaction associated with these programmes. It highlights strategies that teachers, subject specialists and curriculum developers can use to design professional development programmes that they can conduct in schools or externally to enhance high learning outcomes. |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Continuing professional development |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Teacher knowledge bases |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Pedagogical content knowledge |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
https://doi.org/10.1080/18146627.2012.722395 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |