期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2019
卷号：15
期号：10
页码：1-9
DOI：10.29333/ejmste/109261
出版社：Pamukkale Univ Dept Sci Education
摘要：This paper discusses the extent to which the professional development (cascade model)
met its goal of improving mathematics teaching and learning during the
implementation of National Curriculum Statement in South Africa. Fifty mathematics
teachers from ten public secondary schools in Vhembe District in Limpopo Province of
South Africa were chosen purposively. Using a qualitative approach, data were
collected through a focus group discussion with five mathematics teachers at each of
the ten schools. Teachers disapproved the manner in which the workshops were
conducted claiming that they were disconnected from classroom practices. The
conclusion was that: (a) the success of in-service programs should be determined by
the way that the ideas, knowledge and skills learnt are implemented in a classroom
setting; (b) for any in-service program that introduces teachers to a different
instructional approach from the traditional one, it has to impact on teachers’ concerns
(be they self-oriented, task-oriented or impact-oriented).
关键词：cascade model; lesson study; national curriculum statement;
implementation; professional development
