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Professional learning communities and FET Phase Life Orientation teacher learning: a case study in Umkambathi Circuit.

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dc.contributor.advisorNaidoo, Jaqueline Theresa.
dc.contributor.authorMagwanyana, Thandokuhle Prince.
dc.date.accessioned2020-02-18T09:19:24Z
dc.date.available2020-02-18T09:19:24Z
dc.date.created2018
dc.date.issued2018
dc.descriptionMasters Degree. University of KwaZulu-Natal, Pietermaritzburg.en_US
dc.description.abstractThis study explored the learning experiences of three FET Phase Life Orientation (LO) teachers in Professional Learning Communities in one secondary school in the Umkhambathi circuit. In addition, the purpose of this study was to examine how FET Phase Life Orientation teachers learnt in Professional Learning Communities. The study was located within the interpretative paradigm and a qualitative approach was adopted. Semi-structured interviews and a collage were used to collect data. Three participants were interviewed. The study was based on one district, circuit and one school in KwaZulu-Natal. The findings show that two major activities take place at FET Phase Life Orientation meetings. Firstly, assessment is a major activity, which includes the setting of question papers, the moderation of scripts, discussing previous question paper standards, and developing memoranda together. Secondly, content discussions are based on the content knowledge of Life Orientation. This FET Phase Life Orientation PLC reflects the characteristics of effective professional learning communities that were based on the ideas put forward by Stoll et al. (2006). Furthermore, the following positive characteristics were evident: collective responsibility, reflective professional inquiry, collaboration and group work, as well as individual learning. However, not all of the characteristics of Stoll et al. (2006) were evident, as shared values and vision were not observed. Consequently, the FET Phase Life Orientation PLC in this study can be viewed as a PLC because four out of five of the characteristics set out by Stoll et al. (2006) for PLCs were evident. Consequently, as drawn from this study, it is imperative for the Department of Basic Education to give teachers an opportunity to lead and strengthen their PLCs.en_US
dc.identifier.urihttps://researchspace.ukzn.ac.za/handle/10413/16928
dc.language.isoenen_US
dc.subject.otherFET phase.en_US
dc.subject.otherLife orientation.en_US
dc.subject.otherProfessional learning community.en_US
dc.subject.otherAssessment.en_US
dc.subject.otherContent discussions.en_US
dc.titleProfessional learning communities and FET Phase Life Orientation teacher learning: a case study in Umkambathi Circuit.en_US
dc.typeThesisen_US

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Masters Degrees (Education, Development, Leadership and Management)