Phase 2: Conducting a workshop

As this study indicated in Chapter One, data for Phase 2 were collected by means of a workshop on CPD, centering around all the key issues highlighted in the data analysis of data collected in Phase 1. The purpose of this workshop was to devise a strategy to increase educators‟ professional confidence through improved involvement in their own CPD. This workshop was based on the findings of Phase 1, with the focus on evaluating the experiences gained by the participants in the study by means of an evaluation questionnaire, including personal reflections voiced by the participants. After having completed the data collection and data analysis procession of Phase 1, I set about planning the workshop that constituted Phase 2 of the data collection process. The aim of this workshop was to allow me, as the researcher, (1) to gain insight into the participants‟ perceptions of and viewpoints on their level of involvement in their own CPD; as well as (2) to guide the participants in the direction of a change in attitude towards improved levels of involvement in their own CPD.

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Firstly, I contacted each participant personally, enquiring of him/her whether the date and time I had in mind for the workshop would suit him/her. I reminded the participants of the fact that I had, from the onset, informed them that the workshop would conclude the data collection process. After the group interviews, I again explained to everybody that the workshop would be the final data collection method I would use. They all responded favourably to my request to hold the workshop on the suggested date and time.

According to Dheram and Rani (2008:1), researchers can use workshops as an alternative tool for data collection on unobservable phenomenon such as attitudes, perceptions and opinions. Workshops, Dheram and Rani (2008:1) claim, allow for interaction amongst peers, encourage them to think on the issues through reflective activities and facilitate learning from the experience. In addition, Steyn (2010:542) describes a workshop as a qualitative report during which data are gathered by means of written reports on open-ended questions and a report-back session.

These examples from the literature substantiated my idea of using a workshop to gain an understanding of how the participants experience their commitment to their own CPD, and what their views were on possible changes to bring about a strategy to raise these levels of involvement, in order to increase their professional confidence. Fischer (2004:385) claims that workshops can be useful for identifying typical barriers that hamper effective negotiation and for proposing ways of overcoming these resistances. To me, this relates to educators who are often reluctant to become involved in their own CPD, and who resist change, as they know that change would require them to leave their comfort zones and become involved in CPD activities. Thus, I was convinced that a workshop would be an ideal data collection method to assist me in ascertaining what the participants‟ views were on the level of their involvement in their own CPD.

After having secured the venue for the workshop, and receiving permission from the participants to schedule the workshop for that specific date and time, I set about planning the actual workshop programme. The activities to be covered in the workshop emanated from the crucial issues highlighted in the questionnaires, as well as the individual and focus group interviews. These issues emerged as themes

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during the data analysis of Phase 1, each with a number of categories or sub- themes.

I designed the workshop in such a way that these issues would be addressed by means of the activities the participants would be engaged in during the workshop. The aim was to guide the participants to discuss possible solutions to the issues that impacted on the CPD of educators. Dheram and Rani (2008:7) maintain that a workshop creates a forum where, through interaction, participants can explore, modify and create ideas, negotiating with the tacit and explicit knowledge bases at their disposal. They could develop a perspective on the issues/questions so as to contribute more meaningfully to the study.

At the onset of the workshop, the participants were given an opportunity to reflect on how they perceived their involvement in their own CPD. This was done by giving each participant a few minutes to inform the other workshop attendees about their views regarding their involvement in their own CPD. After that, the workshop programme started. This was done by dividing the participants into two groups. As only eight of the twelve participants attended, the two groups consisted of four members each. After the welcome and introductory activity of reflection, the groups were allocated various workshop activities, as set out in the programme. Each activity related to the CPD of educators, and their involvement therein. The groups were given a timeframe in which to complete each activity. Before the activity, each group had to select a scribe and a reporter.

The reporter then gave feedback on the activity after the group discussion. After the report-back of each group, all the participants were allowed to engage in robust discussion of the activity and to elaborate on the feedback given by the group. As the researcher, I would listen, comment and also summarise the discussion. These discussions enabled me to reach a broader view of what the participants‟ views were and how they envisaged possible changes to their involvement in their own CPD.

The activities covered in the workshop, centred around the following issues, which emanated from the data analysis of the data collected during Phase 1 by means of the questionnaire and the individual and focus group interviews:

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• Developing a staff development programme.

• Factors hampering effective implementation of educators‟ CPD. • The role of SMTs in IQMS.

• Motivating educators to become involved in their own CPD.

At the end of the workshop, the educators were afforded the opportunity to complete an evaluation form, providing information on how they experienced the workshop and to which extent their views on their involvement in their own CPD might have changed. The workshop programme is included as Appendix 8(a), the activities as Appendix 8(b), feedback on activities as Appendix 9(c), and the evaluation form as Appendix 9(d).

The participants all engaged enthusiastically in every activity that formed part of the workshop. Everyone was actively involved in all the group discussions and added value to the workshop through their vigorous debate and contributions. This proved to be a viable forum for discussions around educators and their involvement in their own CPD.