The impact of coaching in South African primary science InSET

Resource type
Journal Article
Author/contributor
Title
The impact of coaching in South African primary science InSET
Abstract
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.
Publication
International Journal of Educational Development
Volume
19
Issue
3
Pages
191-205
Date
May 1999
Journal Abbr
International Journal of Educational Development
ISSN
0738-0593
Accessed
28/03/2016, 12:49
Library Catalog
ScienceDirect
Extra
shortDOI: 10/d9w78p
Citation
Harvey, S. (1999). The impact of coaching in South African primary science InSET. International Journal of Educational Development, 19(3), 191–205. https://doi.org/10.1016/s0738-0593(99)00012-7