The Cascade Model of Mathematics Teachers’ Professional Development in South Africa: How Well did it Suit Them?

Benard Chigonga; Paul Mutodi

doi:10.29333/ejmste/109261

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Benard Chigonga ¹ ^* , Paul Mutodi ¹

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¹ University of Limpopo, Sovenga, SOUTH AFRICA^* Corresponding Author

Abstract

This paper discusses the extent to which the professional development (cascade model) met its goal of improving mathematics teaching and learning during the implementation of National Curriculum Statement in South Africa. Fifty mathematics teachers from ten public secondary schools in Vhembe District in Limpopo Province of South Africa were chosen purposively. Using a qualitative approach, data were collected through a focus group discussion with five mathematics teachers at each of the ten schools. Teachers disapproved the manner in which the workshops were conducted claiming that they were disconnected from classroom practices. The conclusion was that: (a) the success of in-service programs should be determined by the way that the ideas, knowledge and skills learnt are implemented in a classroom setting; (b) for any in-service program that introduces teachers to a different instructional approach from the traditional one, it has to impact on teachers’ concerns (be they self-oriented, task-oriented or impact-oriented).

Keywords

cascade model
lesson study
national curriculum statement implementation
professional development

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2019, Volume 15, Issue 10, Article No: em1761

https://doi.org/10.29333/ejmste/109261

Publication date: 09 May 2019

Article Views: 2300

Article Downloads: 1413

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How to cite this article

APA

Chigonga, B., & Mutodi, P. (2019). The Cascade Model of Mathematics Teachers’ Professional Development in South Africa: How Well did it Suit Them?. Eurasia Journal of Mathematics, Science and Technology Education, 15(10), em1761. https://doi.org/10.29333/ejmste/109261

Vancouver

Chigonga B, Mutodi P. The Cascade Model of Mathematics Teachers’ Professional Development in South Africa: How Well did it Suit Them?. EURASIA J Math Sci Tech Ed. 2019;15(10):em1761. https://doi.org/10.29333/ejmste/109261

AMA

Chigonga B, Mutodi P. The Cascade Model of Mathematics Teachers’ Professional Development in South Africa: How Well did it Suit Them?. EURASIA J Math Sci Tech Ed. 2019;15(10), em1761. https://doi.org/10.29333/ejmste/109261

Chicago

Chigonga, Benard, and Paul Mutodi. "The Cascade Model of Mathematics Teachers’ Professional Development in South Africa: How Well did it Suit Them?". Eurasia Journal of Mathematics, Science and Technology Education 2019 15 no. 10 (2019): em1761. https://doi.org/10.29333/ejmste/109261

Harvard

Chigonga, B., and Mutodi, P. (2019). The Cascade Model of Mathematics Teachers’ Professional Development in South Africa: How Well did it Suit Them?. Eurasia Journal of Mathematics, Science and Technology Education, 15(10), em1761. https://doi.org/10.29333/ejmste/109261

MLA

Chigonga, Benard et al. "The Cascade Model of Mathematics Teachers’ Professional Development in South Africa: How Well did it Suit Them?". Eurasia Journal of Mathematics, Science and Technology Education, vol. 15, no. 10, 2019, em1761. https://doi.org/10.29333/ejmste/109261