Improving teachers' practice in poorly performing primary schools: The trial of the GPLMS intervention in Gauteng
Improving teachers' practice in poorly performing primary schools: The trial of the GPLMS intervention in Gauteng
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改善表现不佳小学的教师实践：豪登省 GPLMS 干预试验
DOI：
10.1080/16823206.2014.919234
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发表时间：
2014
影响因子：
0.5
通讯作者：
F. Clercq
中科院分区：
文献类型：
--
作者：
F. Clercq
摘要本文探讨了在豪登省表现不佳的小学中，教师支持和压力的多管齐下的干预，旨在促进新教师的实践和更好的学习者成绩。它开发了一个概念框架来分析豪登省初级语言和数学战略（GPLMS）对教师学习和变革的概念化，以及不同利益相关者如何看待GPLMS的支持和问责组成部分。研究表明，GPLMS具有相互一致的高质量支持性学习材料，课程计划和指导，似乎是一个精心构思和精心校准的干预措施，通过教师支持和压力的成功融合来提高学习者的成绩。虽然一些教师预计会对GPLMS做出积极的反应，但其他人可能会因为几个原因而拒绝它，比如它引入的方式，它的标准化教案方法，快节奏的课程和评估政策声明（CAPS）一致的教案……
AbstractThis article examines a multi-pronged intervention of teacher support and pressure designed to promote new teacher practices and better learner results in Gauteng's poorly performing primary schools. It develops a conceptual framework to analyse the Gauteng Primary Language and Mathematics Strategy's (GPLMS) conceptualisation of teacher learning and change and how various stakeholders perceive the GPLMS support and accountability components. The research reveals that, with its mutually aligned quality supportive learning material, its lesson plans and coaching, the GPLMS appears to be a well-conceived and well-calibrated intervention for improving learners' results through a successful fusion of teacher support and pressure. While some teachers are expected to react positively to the GPLMS, others are likely to reject it for several reasons, such as the way it was introduced, its standardised lesson plan approach, the fast-paced Curriculum and Assessment Policy Statement (CAPS)-aligned lesson plan...