@article{harvey_impact_1999, title = {The impact of coaching in {South} {African} primary science {InSET}}, volume = {19}, issn = {0738-0593}, url = {http://www.sciencedirect.com/science/article/pii/S0738059399000127}, doi = {10.1016/s0738-0593(99)00012-7}, 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.}, number = {3}, urldate = {2016-03-28}, journal = {International Journal of Educational Development}, author = {Harvey, Stephen}, month = may, year = {1999}, note = {shortDOI: 10/d9w78p KerkoCite.ItemAlsoKnownAs: 10.1016/s0738-0593(99)00012-7 10/d9w78p 2405685:6ZYU3ASB 2405685:BNWITSCB 261495:U6FB9TQD}, keywords = {Constructivism, In-service training, Leader teachers, Primary science, South Africa, Teacher education}, pages = {191--205}, }