Research Article Open Access

Towards Constructivist Teacher Professional Development

V. J. Pitsoe and W. M. Maila

Abstract

Problem statement: In recent years, much has been written about constructivist learning theories and their applications to outcomes-based teaching and learning environments in South Africa. Approach: Little, if any, has been said about the implications of these ideas and practices for teacher professional development and teacher education. The introduction of the National Curriculum Statement (NCS) Policy requires teachers to acquire new skills, knowledge, attitudes and values and to employ a wide variety of teaching strategies, in order to enable students to construct their own knowledge. Results: The purpose of this desktop review is to rethink teacher professional development within a constructivist framework. Conclusion: In this article, we argue that teacher professional development can fit the context and, more specifically, in outcomes-based settings, as well as proposed a move away from a mechanistic world-view (modernist and behaviorist approach) to a holistic world-view (constructivist and situational or contextual approach) of teacher professional development.

Journal of Social Sciences
Volume 8 No. 3, 2012, 318-324

DOI: https://doi.org/10.3844/jssp.2012.318.324

Submitted On: 18 January 2012 Published On: 26 March 2012

How to Cite: Pitsoe, V. J. & Maila, W. M. (2012). Towards Constructivist Teacher Professional Development. Journal of Social Sciences, 8(3), 318-324. https://doi.org/10.3844/jssp.2012.318.324

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Keywords

  • National Curriculum Statement (NCS)
  • learning environments
  • professional development
  • rapidly evolving
  • societal needs
  • surface features