Meeting Teacher Expectations in a DL Professional Development Programme - A Case Study for Sustained Applied Competence as Programme Outcome

Meeting teacher expectations for a professional development programme (PDP) is expected to strengthen sustainable applied competence as programme outcome since teachers will be more motivated to apply the programme content in practice. A revised distance learning (DL) programme was augmented by a pr...

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Autores principales:	Corné Kruger, Ona Janse van Rensburg, Marike De Witt
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	pedagogical content knowledge self-directed skills application of theory in practice professional teacher attitude professional development programme distance learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/d96f53c0cace4918911a130b7583704f
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spelling	oai:doaj.org-article:d96f53c0cace4918911a130b7583704f2021-12-02T19:26:04ZMeeting Teacher Expectations in a DL Professional Development Programme - A Case Study for Sustained Applied Competence as Programme Outcome10.19173/irrodl.v17i4.24581492-3831https://doaj.org/article/d96f53c0cace4918911a130b7583704f2016-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2458https://doaj.org/toc/1492-3831Meeting teacher expectations for a professional development programme (PDP) is expected to strengthen sustainable applied competence as programme outcome since teachers will be more motivated to apply the programme content in practice. A revised distance learning (DL) programme was augmented by a practical component comprising a work-integrated portfolio and audio-visual material, aimed to support the applied competence of practising teachers in the South African context. An evaluation of the way the programme measured up to teacher expectations was deemed critical for future DL programme design. A qualitative study based on an interpretivist philosophical approach collected data of teacher expectations for and of the practical component through multiple methods. Their contributions were linked with four main themes related to applied competence as identified in the literature. Participant expectations and experiences with regards to each theme were compared by means of electronic coding through ATLASti™. The findings show a strong correlation between expectations for and experiences of the way the practical component supports the elements of applied competence. Since DL is viewed as a viable and cost effective way to improve teacher competence in developing countries, these findings serve as impetus for further investigation and refining ways to support applied competence in a distance learning professional development programme (DL PDP). Corné KrugerOna Janse van RensburgMarike De WittAthabasca University Pressarticlepedagogical content knowledgeself-directed skillsapplication of theory in practiceprofessional teacher attitudeprofessional development programmedistance learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 4 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	pedagogical content knowledge self-directed skills application of theory in practice professional teacher attitude professional development programme distance learning Special aspects of education LC8-6691
spellingShingle	pedagogical content knowledge self-directed skills application of theory in practice professional teacher attitude professional development programme distance learning Special aspects of education LC8-6691 Corné Kruger Ona Janse van Rensburg Marike De Witt Meeting Teacher Expectations in a DL Professional Development Programme - A Case Study for Sustained Applied Competence as Programme Outcome
description	Meeting teacher expectations for a professional development programme (PDP) is expected to strengthen sustainable applied competence as programme outcome since teachers will be more motivated to apply the programme content in practice. A revised distance learning (DL) programme was augmented by a practical component comprising a work-integrated portfolio and audio-visual material, aimed to support the applied competence of practising teachers in the South African context. An evaluation of the way the programme measured up to teacher expectations was deemed critical for future DL programme design. A qualitative study based on an interpretivist philosophical approach collected data of teacher expectations for and of the practical component through multiple methods. Their contributions were linked with four main themes related to applied competence as identified in the literature. Participant expectations and experiences with regards to each theme were compared by means of electronic coding through ATLASti™. The findings show a strong correlation between expectations for and experiences of the way the practical component supports the elements of applied competence. Since DL is viewed as a viable and cost effective way to improve teacher competence in developing countries, these findings serve as impetus for further investigation and refining ways to support applied competence in a distance learning professional development programme (DL PDP).
format	article
author	Corné Kruger Ona Janse van Rensburg Marike De Witt
author_facet	Corné Kruger Ona Janse van Rensburg Marike De Witt
author_sort	Corné Kruger
title	Meeting Teacher Expectations in a DL Professional Development Programme - A Case Study for Sustained Applied Competence as Programme Outcome
title_short	Meeting Teacher Expectations in a DL Professional Development Programme - A Case Study for Sustained Applied Competence as Programme Outcome
title_full	Meeting Teacher Expectations in a DL Professional Development Programme - A Case Study for Sustained Applied Competence as Programme Outcome
title_fullStr	Meeting Teacher Expectations in a DL Professional Development Programme - A Case Study for Sustained Applied Competence as Programme Outcome
title_full_unstemmed	Meeting Teacher Expectations in a DL Professional Development Programme - A Case Study for Sustained Applied Competence as Programme Outcome
title_sort	meeting teacher expectations in a dl professional development programme - a case study for sustained applied competence as programme outcome
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/d96f53c0cace4918911a130b7583704f
work_keys_str_mv	AT cornekruger meetingteacherexpectationsinadlprofessionaldevelopmentprogrammeacasestudyforsustainedappliedcompetenceasprogrammeoutcome AT onajansevanrensburg meetingteacherexpectationsinadlprofessionaldevelopmentprogrammeacasestudyforsustainedappliedcompetenceasprogrammeoutcome AT marikedewitt meetingteacherexpectationsinadlprofessionaldevelopmentprogrammeacasestudyforsustainedappliedcompetenceasprogrammeoutcome
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Meeting Teacher Expectations in a DL Professional Development Programme - A Case Study for Sustained Applied Competence as Programme Outcome

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