Browsing by Author "Duncan, Garth Norval."

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The implementation of teacher support teams at schools : issues and experiences.
(2005) Duncan, Garth Norval.; Naidoo, Zaiboonnisha.
Teacher Support Teams have recently been established at all schools within the Republic of South Africa. Their success, however, has been mixed and some have ceased to function at all. It has therefore been the purpose of this research project to evaluate the current status of implementation at a sample of schools within one circuit of the Ilembe district within the KwaZulu Natal Department of Education. This study therefore reports on the degree of success experienced by schools in the operation of Teacher Support Teams as they have grappled with the harsh realities of the communities that they serve. Many problems and obstacles serve to impede their progress and it is the intention of this study to learn from these experiences. In so doing, one is in a position to provide added and valued support to such schools. Lastly, the research aims to assess whether there are significant differences between the experiences and the nature of interventions between primary and secondary schools. A survey methodology was conducted that utilised a standardised questionnaire and thereafter, a semi-structured interview. Both quantitative and qualitative data provided an insight into the issues confronting Teacher Support Teams, and thereby allowed for recommendations to follow that could assist in future advocacy programmes. A critique of current theoretical frameworks is provided, followed by a more pragmatic approach that is suggested as an alternative to better suit the context of South African schools.
Investigating the impact of incorporation of colleges of education into higher education on human resource management : voices from the field : research report.
(2002) Duncan, Garth Norval.; Moletsane, Relebohile.
Colleges of education have recently been absorbed into institutions of higher learning. This has had a tremendous impact on the staff of these colleges who have undergone an exercise of re-deployment and have been absorbed into posts within the provincial department of education. The research project suggests that the impact will be felt at both universities and technikons as they are compelled to adapt to the changing face of teacher education in South Africa. The impact will also be experienced within the entire education system. This research project sought to identify the experiences of those persons who were affected by these recent changes. A case study methodology is used and five respondents allow their voices to be heard. Responses are elicited by means of a questionnaire and an informal interview. The data is presented in transcribed form and then analysed and compared. Of interest to this study is firstly, the degree to which a rationale for the rationalisation of colleges of education is understood by those affected. Secondly, the feelings and experiences of the respondents to the process of absorption are expressed. Thirdly, the respondents provide recommendations for future re- deployment processes and for those persons who might be affected by such re-deployment.