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Towards Pedagogy of Response: a Matrix Conception of Teachers' Engaging with Post- Political Educational Reforms
| Content Provider | Semantic Scholar |
|---|---|
| Author | Ramrathan, Labby |
| Copyright Year | 2013 |
| Abstract | This paper attempts to conceptualize teacher professional development in response to the post-political reform agenda within South Africa into a matrix notion of teacher professional development. The paper presents accounts of teachers’ engagement in teacher professional development as they respond to the various drivers informing reforms within schools and education in general. Through these accounts, the theoretical concept of response is used as a lens to understand how teachers engage with their professional development in response to the changes required of them to implement a reformed school education curriculum. Arising out of this understanding is a proposed new conceptual way of viewing teacher professional development within the context of post-political reform agendas. I call this the matrix conception of teacher professional development. The paper concludes with an argument that, in order to promote, effective teacher professional development, teaching and learning about response provides a useful vehicle to promote continuing professional development for teachers. The paper therefore argues for a shift from a sustained theory or model driven approach to teacher professional development to a response driven approach. There are several loaded concepts in the conceptualization of this argument. These include post-political reforms, response and matrix conception of teacher professional development. Each of these concepts will be explored in depth to provide a nuanced understanding to support the argument being proposed. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://ijsk.org/uploads/3/1/1/7/3117743/10_education.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
