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    KOERS 2011-08-30 Prof. G.M. (Trudie) Steyn Department of Further Teacher Education UNISA Posbus 392 PRETORIA 0003

    Dear Prof. Steyn

    REQUEST FOR PAGE FEES

    As stated in our agreement with authors, the levying of page fees is nowadays a measure resorted to by most accredited journals. In view of the fact that your article

    Creating intentionally inviting schools through professional development: an appreciative inquiry

    will soon be published in KOERS 75(4)2010 and you have already received the page proofs to check, we would like to request you to remit the page fees (calculated at R120 per page; thus (25 x R120 = R3 000) as soon as possible. The page fee request is directed at you personally, but in most instances this amount is paid on the authors behalf by the relevant university. You are therefore cordially requested to send this request to your Dean via your Head of Department for further action. Please attach a copy of this letter to the cheque when it is sent, as it is otherwise impossible to determine the provenance of the cheque. The cheque itself has to be made payable to KOERS.

    Thank you very much for your valued co-operation.

    Yours sincerely

    Mrs. Susan Lourens (Head of Bureau)

  • KOERS

    Account 2011-08-30 Invoice number: KRS2010(4)H Prof. G.M. (Trudie) Steyn Department of Further Teacher Education UNISA Posbus 392 PRETORIA 0003

    Page Fees

    Due to: KOERS

    DETAILS R

    Title of article: Creating intentionally inviting schools through professional development: an appreciative inquiry

    Each printed page (25 x R120 )

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    BULLETIN VIR CHRISTELIKE WETENSKAP

    BULLETIN FOR CHRISTIAN SCHOLARSHIP

    Jg. / Vol. 75 No. 4 2010

    Inhoudsopgawe / Table of contents

    Redaksioneel / Editorial ... xi

    Navorsingsartikels / Research articles

    B.J. van der Walt Die waarde van waardes: n christelik-filosofiese besin-

    ning oor die aard en rigtinggewende gesag van waardes / The value of values: a christian-philosophical reflection on the nature and directional power of values ...

    709

    P. Simons Economism / Ekonomisme ..............................................

    751

    J. Hexham The changing face of American compassion: ethnicity, re-

    ligion, and worldview conflicts / Die veranderende gelaat van Amerikaanse barmhartigheid: etnisiteit, godsdiens en wreldbeskoulike konflik ...................................................

    769

  • viii

    P.O. Abioje Critical prophecy and political leadership in biblical, Afri-

    can and Islamic worldviews / Kritiese profesie en politiese leierskap in bybelse, Afrika en Islamitiese wreldbeskou-ings ....................................................................................

    787

    J. Compion, J.L. van der Walt, H.J. Steyn & C.C. Wolhuter Life- and worldview: development and transformation

    the case of the Lamba of the Masaiti region in Zambia / Lewens- en werklikheidsvisie: ontwikkeling en transfor-masie n gevallestudie oor die Lamba woonagtig in die Masaiti-streek van Zambi ................................................

    811

    D.T. Williams The Spirit and secularisation / Die Gees en sekularisasie

    ............................................................................................

    833

    M. Swanepoel Ethical decision-making in forensic psychology / Etiese

    besluitneming in forensiese sielkunde ..............................

    851

    G.M. Steyn Creating intentionally inviting schools through professional

    development: an appreciative inquiry / Die skepping van doelbewus-uitnodigende skole deur middel van professio-nele ontwikkeling: n waarderende ondersoek ..................

    873

    Resensies / Reviews .............................................................. 899

    Klapwijk, Jacob. 2010. Dialetic of Enlightenment: critical theory and the messianic light (R. Coletto) ........................................................................

    901

    Francis, Dennis, Mahlomaholo, Sechaba & Nkoane, Milton, eds. 2010. Praxis towards sustainable empowering learning environments in South Africa (J.L. van der Walt ) ............................................................

    903

    Stijn, Das, red. 2009. Hendrik M. Goudappel reader over de urbanistiek en planologie (C.B. Schoeman) ...............................................................

    905

  • Koers 75(4) 2010:873-897 873

    Creating intentionally inviting schools through professional development: an appreciative inquiry

    G.M. Steyn Department of Further Teacher Education University of South Africa PRETORIA E-mail: steyngm1@unisa.ac.za

    Creating intentionally inviting schools through professional development: an appreciative inquiry

    The professional development (PD) of teachers plays an im-portant role in schools; it is indispensable for continuous school development. When schools are exposed to new approaches to learning and teaching, teachers are granted the opportunities to change their thinking and behaviour. In 2009, two South African schools with specific inviting characteristics were nominated for the inviting school award given by the International Alliance for Invitational Education (IAIE). However, the inviting characteris-tics of these schools were not explicitly intentional according to the IE philosophy, therefore they had to follow a professional development programme aimed at raising teachers awareness of invitational education (IE). Workshops were held to equip staff members with IE knowledge and skills, and to increase their understanding of their current practices with a view of making them more intentionally inviting. The study focused on the following two questions: What are the positive experiences of teaching staff concerning the current approach to teaching and learning in schools?; and What strategies may be introduced to assist teachers and their schools in becoming intentionally inviting? These two questions are based on appreciative inquiry (AI) and IE. A qualitative research design was most appropriate for the purpose of this study. An analysis of the data revealed two categories (the discovery phase: discovering the best of what exists in the school and the dreaming phase: creating a new future) on which AI is based.

  • Creating intentionally inviting schools through professional development

    874 Koers 75(4) 2010:873-897

    Die skepping van doelbewus-uitnodigende skole deur middel van professionele ontwikkeling: n waarderende ondersoek

    Die professionele ontwikkeling (PO) van onderwysers is baie belangrik in skole, aangesien dit noodsaaklik is vir voortdurende skoolontwikkeling. Wanneer skole kennis maak met nuwe onderrig- en leerbenaderings, kry onderwysers die geleentheid om hulle denke en gedrag te verander. Twee Suid-Afrikaanse skole met bepaalde uitnodigende kenmerke is aan die einde van 2009 genomineer vir die International Alliance for Invita-tional Education (IAIE) se toekenning aan uitnodigende skole. Hierdie skole het hulle nie doelbewus daarop toegespits om meer uitnodigend te wees in ooreenstemming met die filosofie van uitnodigende onderwys nie en moes daarom n professio-nele ontwikkelingsprogram volg waartydens onderwysers be-wus gemaak is van uitnodigende onderrig (invitational educa-tion [IE]). Die werkswinkels waaruit die program bestaan het, was daarop gemik om onderwysers toe te rus met IE-kennis en -vaardighede, en om n begrip van hulle huidige werkswyses te bewerkstellig, sodat hulle doelbewus meer uitnodigend te werk kon gaan. Die studie het op die volgende twee vrae gefokus: Wat is die onderrigpersoneel se positiewe ervarings van die heersende benadering tot onderrig en leer in die skool?; en Watter strategie kan onderwysers implementeer sodat hulle en hulle skole meer doelbewus uitnodigend kan word? Hierdie twee vrae vind hulle grondslag in die waarderingsondersoek (appreciative inquiry [AI]) en in IE. n Kwalitatiewe navorsings-ontwerp was geskik vir die studie. Twee kategorie wat op AI gegrond is (die ontdekkingsfase: ontdekking van die beste wat in die skool bestaan en die droomfase: skepping van n nuwe toekoms) het aan die lig gekom tydens die ontleding van die data.

    1. Introduction Current research reveals that professional development (PD) is the key to improved teaching and learning environments in schools (Ne-grioni, 2005; Meiers & Ingvarson, 2005; Desimone et al., 2006; Smith & Gillespie, 2007; Vemi, 2007:209). Other studies confirm the significance of PD, where it is identified and implemented within the school context to meet the needs of their teachers and students, for the continuous improvement of professional practice (Australia, 2008). PD is also indispensable to continuous school development and ultimately to improving learner performance (Hong Kong, 2006:1). In this regard Doring (2002:6) states that the challenge for schools is to enact a deliberate, effective learning cul-ture. When schools are exposed to new approaches emerging from

  • G.M. Steyn