In this sub-section, the focus will be on those features that characterise CPD activities, as substantiated by the literature.
Citing Joyce (1980), Livingston and Robertson (2001:187) maintain that CPD must fulfil three needs, namely the social need for an efficient education system capable of adapting to evolving social needs; the need to find ways of helping educators to improve the wider personal, social and academic potential of young people; and the need to develop and encourage the educator‟s desire to live a satisfying and stimulating life. The first need concerns the society in which the educator is functioning; the second, the spirit and morale of the school in which the educator is employed; while the third concerns the calibre of educator selected for training and employment. These comments, Livingston and Robertson (2001:187) argue, highlight the multi-dimensional nature of CPD. However, the key person in the system remains the educator. In addition, Steyn (2008:27) argues that the implementation of CPD should acknowledge appropriate approaches to learning, to include the following: more collaboration and interaction between educators; continuous support to educators in schools; more longer-term programmes; and
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feedback on educators‟ development. Furthermore, it is recommended that accredited CPD programmes should make provision for measuring the results of classroom practice, increased learner performance and the influence of the CPD programme on the development of the school. Steyn (2008:28) cites Lee (2005) as giving the following view on CPD: overall, for the best possible outcomes, a CPD programme should have an appropriate level of challenge and support, provide activities demonstrating new ways to teach and learn, build internal capacity, use a team approach, provide time for reflection, and evaluate the effectiveness and influence of its activities.
As mentioned in Chapter One (section 1.6.3), Mashile (2002:175) highlights four key features of CPD. Firstly, CPD must be continuous and should occur throughout a practitioner‟s working life. This is necessary, because the very conception and interpretation of professional tasks and roles change over time. Creating a culture of lifelong learning that encourages participation in CPD and maximises benefits for the individual and the organisation requires an understanding of the attitudes of individuals and organisations, and the development of the right atmosphere and infrastructure within which CPD could be offered. Secondly, CPD must be organisation focused and is necessary for the execution of professional and technical duties. Citing Francis and Mazany (1998), Mashile (2002:175) asserts that the purpose and values of the organisation should always be taken into account when developing CPD activities in order to ensure that the quality and relevance of professional services linked to the particular organisation, in this case, the school, are maintained. Thirdly, CPD activities must be broad based and should develop all aspects of professionals, including their knowledge, skills and personal qualities. Activities should also impact on the professionals‟ praxis. Activities that facilitate professionals‟ ability or opportunity to improve the way they increase their unique body of knowledge should be provided. This implies that various kinds of learning techniques must be accommodated. Lastly, CPD activities must be structured and should entail a personal development plan that demonstrates the systematic maintenance, improvement and broadening of professional capability.
Similarly, Steyn and Van Niekerk (2005:135) state that Ashworth (1999) has identified the following four key features of learning through CPD:
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• Attunement to others‟ discourse. The way in which educators participate in CPD programmes from the viewpoint of their own backgrounds should be acknowledged. Educator learning most likely occurs when CPD takes the diverse needs of educators in the specific context of their classrooms into account.
• Sharing emotionally in concerns relevant to learning. An essential feature of participation in CPD programmes is that educators see themselves as having the right to voice their opinions and be listened to.
• Being assured that they can contribute appropriately and worthily. Educators need to feel respected for what they know and can do and they should be treated accordingly.
• Being relatively unthreatened concerning one‟s identity. Many educators faced with changes in curricula may feel that their threshold of competence has been threatened by having to adjust their methods. For some, it could be a source of growth, but support and sensitivity, are, however, needed from those initialising and stimulating change.
Considering these key features, Steyn and Van Niekerk (2005:135) come to the conclusion that different contexts and different learning styles may require different techniques. Therefore, CPD should offer various opportunities for educators to construct their own meaning and theories in a collaborative setting. CPD has to be individualised to the extent that it builds on each educator‟s experience and expertise, while also providing the basic knowledge that developing professionals require to succeed.
Loucks-Horsley et al. (2010:57) identify the following features of CPD: It should make useful connections between educators‟ existing ideas and new ones; it should provide opportunity for active engagement, discussion and reflection to challenge existing ideas and construct new ones; it should support educators to develop strategies for eliciting prior knowledge and use formative assessment information to guide instruction; and it should develop educators‟ understanding of research on learning, so that they become intentional in their selection of effective instructional strategies.
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From the literature, it is evident that educators‟ CPD is vital in order to provide quality education to learners. As the skills and knowledge of educators may decline and become obsolete as time passes, it becomes critical for educators to be continually involved in CPD, with the view of improving learner performance. The literature also stresses the importance of educators‟ commitment to their own development. The challenge for school leaders and educational bodies is therefore to encourage a collaborative culture in which educators become involved in joint activities and discussions, supporting one another and sharing their knowledge and skills, in order to stimulate the professional and personal growth of educators in South Africa. Likewise, Wood and Olivier (2008:249) concur that the development of self-efficacy will not only enable educators to prepare learners for life after school, but also benefit educators in all aspects of their teaching and have a positive influence on them and the school as a whole.
Most of these key features can be used in support of the aim of this study, which seeks to increase and enhance the professional confidence of educators in the Uitenhage area through their involvement in their own CPD.