000			02126nam a22002537a 4500
003			ZW-GwMSU
005			20210505113909.0
008			210505b |||||||| |||| 00| 0 eng d
022			_a18146627
040			_aMSU _cMSU _erda
100	1		_aSteyn, G.M. _eauthor
245	1	0	_aUsing visual ethnography to explore a principal's perceptions of innovations made in a South African primary school _ccreated by G.M. Steyn
264			_aPretoria _bUNISA Press and Routledge _c2013
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica Education Review _vVolume 10, number 3 ,
520			_aThis study investigates a South African principal's view of implementing invitational education (IE) as an example of a professional development programme (PD) within a particular school setting. Two types of literature inform this study: leadership supportive of school development and the invitational education approach to teaching and learning. The study uses qualitative reflexive photography to explore the following research question: How does the principal perceive the way in which intentionally inviting changes were made in the school under his leadership? The data analysis revealed the following categories: people: focussing on care; places: changing the physical setting; policies: regulating the functions of the school; programmes: developing people through helpful initiatives; and process, that is, organising the context in which schooling takes place. The findings support the fact that the process of IE needs to organise all the other factors in a way that is both democratic and humane. IE requires a commitment to certain goals if changes are to be implemented successfully; this, in turn, implies that a school should develop a culture of collective learning and that learners should be encouraged to care about one another in the school.
650	4		_aVisual ethnography
650	4		_aProfessional development
650	4		_aInvitational education
856			_uhttps://doi.org/10.1080/18146627.2013.853548
942			_2lcc _cJA
999			_c156975 _d156975