Item history (bjohas, Wed Jul 29 2020 12:25:54 GMT+0100 (BST))

TY - JOUR
TI - The impact of coaching in South African primary science InSET
AU - Harvey, Stephen
T2 - International Journal of Educational Development
AB - This article presents evidence from an evaluation conducted by the Primary Science Programme (PSP) in South Africa, concerning the impact of classroom-based coaching on the teaching methods used by primary science teachers. The methods used by teachers provided with both workshops and classroom-based coaching were compared with those used by teachers who received workshops only and a control group who received no InSET at all. The findings showed that teachers who received coaching made substantial changes, whereas most teachers who received workshops-only remained similar to the control group. A social constructivist approach is adopted in interpreting these findings. The implications of this study for designing effective InSET in developing countries are also discussed.
DA - 1999/05//
PY - 1999
DO - 10.1016/s0738-0593(99)00012-7
DP - ScienceDirect
VL - 19
IS - 3
SP - 191
EP - 205
J2 - International Journal of Educational Development
SN - 0738-0593
UR - http://www.sciencedirect.com/science/article/pii/S0738059399000127
Y2 - 2016/03/28/12:49:13
L1 - http://www.sciencedirect.com/science/article/pii/S0738059399000127/pdfft?md5=ad3738f77ed19f29145a774e4ef2af24&pid=1-s2.0-S0738059399000127-main.pdf
KW - Constructivism
KW - In-service training
KW - Leader teachers
KW - Primary science
KW - South Africa
KW - Teacher education
ER -

TY - JOUR
TI - The impact of coaching in South African primary science InSET
AU - Harvey, Stephen
T2 - International Journal of Education
AB - This article presents evidence from an evaluation conducted by the Primary Science Programme (PSP) in South
Africa, concerning the impact of classroom-based coaching on the teaching methods used by primary science teachers.
The methods used by teachers provided with both workshops and classroom-based coaching were compared with those
used by teachers who received workshops only and a control group who received no InSET at all. The findings showed that teachers who received coaching made substantial changes, whereas most teachers who received workshops-only
remained similar to the control group. A social constructivist approach is adopted in interpreting these findings. The
implications of this study for designing effective InSET in developing countries are also discussed
DA - 1999///
PY - 1999
VL - 19
SP - 191
EP - 205
LA - EN
KW - ⛔ No DOI found
ER -

group:2405685

itemKey:6ZYU3ASB

itemKeyOld:BNWITSCB