The impact of coaching in South African primary science InSET |
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| Institution: | 1. Jordan University of Science & Technology, Irbid 22110, Jordan\n;2. Princess Sumayya University for Technology, Amman, Jordan;3. Nanyang Technological University, Singapore 639798, Singapore\n;4. Wayne State University, Detroit, MI 48202, USA\n;5. The University of Michigan-Ann Arbor, Ann Arbor MI 48109-1079, USA\n |
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| 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. |
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