THEORETICAL FRAMEWORK FOR CONTINUOUS PROFESSIONAL DEVELOPMENT

It is a well-known fact that worldwide societal changes request of professionals and organisations to develop professionally if they want to meet the challenges and cope with the rapid changes taking place in their work environments. The teaching profession is no exception. It is widely accepted that CPD is the best possible solution to meet the demands that these challenges and changes bring about and that it will greatly benefit both the educator and the school as a whole.

Steyn (2010:541) maintains that both adult learning and constructivist learning theories shed light on understanding adult development and growth in order to support the development of adults‟ knowledge and skills. Adults bring numerous life and work experiences, needs, personalities and learning styles to their learning, which also shape their perspectives on learning, education and CPD. Theories of adult learning and development illuminate how adults can be supported when they engage in CPD.

Steyn (2010:541) continues by referring to Knowles‟ theory of andragogy, which emphasises that adults are self-directed and expect to take responsibility for decisions. Andragogy makes the following assumptions about the design of learning: (a) adults want to understand why they need to learn something, (b) experiential learning is recommended for adults, (c) adult learning is facilitated by challenging and relevant problem-solving, and (d) adults learn best when the topic is of immediate value. Steyn (2010:541) cites Hirsch (2005) and Lee (2005) as stating that the beliefs and assumptions about adult learning should form the foundation of CPD programmes.

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Steyn (2010:541) further claims that constructivist theory suggests that learning is a constructive process in which the learner builds an internal illustration of knowledge, a personal interpretation of experience, and a “sense-making process where the individual builds new knowledge and understanding from the base of existing knowledge and perceptions”. Constructivist approaches can be used to operationalise certain aspects of CPD. The theories referred to by Steyn (2010:541) all serve to place the process of CPD for educators into a proper context and to highlight how this kind of learning influences the individual educator.

The professional development of educators has been studied and prescribed in the different literature in many ways such as the following: Steyn (2010:541), Avalos (2011:10) and Fishman, Best, Foster and Marx (2000:3). However, always at the core of such endeavours is the understanding that professional development is underpinned by educators learning, learning how to learn, and transforming their knowledge into practice for the benefit of their learners‟ growth. Educator professional learning is a complex process that requires the cognitive and emotional involvement of educators, individually and collectively, the capacity and willingness to examine where each one stands in terms of convictions and beliefs, and the perusal and enactment of appropriate alternatives for improvement or change. All of this occurs in particular educational policy environments or school cultures, some of which are more appropriate for and conducive to learning than others (Avalos, 2011:10).

Similarly, Fishman, Best, Foster and Marx (2000:3) maintain that professional development is fundamentally about educator learning: changes in the knowledge, beliefs and attitudes possessed by educators, which lead to the acquisition of new skills, new concepts, and new processes related to the work of teaching. Citing Richardson (1996), Fishman et al. (2000:3) they state that a chief objective of professional development should be to foster changes in educators‟ knowledge, beliefs and attitudes, because these components of educator cognition show a strong correlation to educators‟ classroom practices.

This study done by me came to the conclusion that educators should be the authors of their own development, with the necessary assistance from their school

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management, the relevant education departments, as well as all other stakeholders in the education community. This study focused on educators‟ professional confidence, proposing to devise a strategy to increase educators‟ professional confidence through increased involvement in their own CPD. A mindset change is vitally required amongst educators as well as schools and communities with regard to the importance of professional development for educators. Educators should play a more prominent role in identifying their own developmental needs, as they are in the best position to do so. This places CPD under the umbrella of educational management, with the focus not only on the educator, but also the roles played by the school leadership, as well as the District Office of the DoE, in providing in these identified developmental needs of educators. Schreuder and Landey (2001:78) maintain that the conditions for successful CPD within a school include the following: a positive, democratic school climate that makes it possible for all to participate, motivated and committed staff who wishes to improve their professional skills and a relationship of trust between all those involved in the process of CPD.

As this study used educational management as a framework for CPD, it is imperative to look at what is meant by educational management. Van Deventer and Kruger (2003:65) claim that educational management is an interactive, interrelated process used by educational leaders who manage learning and teaching in schools. The resources available to them include human resources, e.g. learners and educators, physical resources and financial resources, which they must manage as efficiently as possible in order to satisfy educational needs and achieve the outcome of cultivating a culture of teaching and learning. Along the same lines, Thurlow, Bush and Coleman (2003:34) view the core purpose of educational management as facilitating effective learning through effective teaching. In view of all this, it can be said that the quality of educators directly influences the quality of teaching and learning and education in the broader sense; hence, improving the quality of educators through CPD is a vital part of educational management.

Against this background, this study sought to highlight the roles and responsibilities of school leadership, especially of principals, as instructional leaders, to ensure that schools become sites of productive learning by using their leadership skills and abilities. In this regard, Steyn and Van Niekerk (2005:137) claim that quality

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leadership is required for effective CPD in schools. Quality leadership provides an orderly and nurturing environment that supports educators and stimulates their efforts. Steyn and Van Niekerk (2005:137) further state that a key skill associated with effective leaders is to inspire people to work more effectively and to embrace ownership. Likewise, citing Day (2000), Singh, Manser and Mestry (2007:542) state that principals need to ensure that educators are given opportunities to play participatory roles in the leadership of their schools. The principal needs to provide the support, preparation and guidance for educators to fulfill such a role.

The views stated above all highlight the fact that schools are complex communities with multiple demands, often battling with the challenges of limited resources and inadequate facilities. Time is always at a premium. These factors all indicate that school leaders who lead CPD should give educators the necessary support, develop and follow a clear vision, and understand their own roles in bringing about noticeable and sustainable improvements within their own schools.