出版社：Bulgarian Comparative Education Society (BCES)
摘要：The Integrated Strategic Planning Framework for Teacher Education and Development in South Africa,2011-2015 (ISPFTED) aims to achieve dramatic improvement in the quality of learning and teaching in schools which have diverse socio-economic contexts. Together with calls that a rigorous assessment of the competencies required for the position of Head of Department (HOD) should be introduced,this study attempts to provide understanding of how HODs develop teachers within the context of their schools and subject departments. Responses of HODs are presented and discussed by referring to the organizational structure of subject departments,their understanding of professional development,training to do professional development,professional development strategies used by HODs,support they receive to do professional development,the extent to which HODs are pro-active in professional development and the factors inhibiting them to do professional development. Unexpected patterns are uncovered which challenges the assumption that professional development of teachers is more likely to occur in well-resourced schools than in underresourced schools. On the one hand it brings a message of hope,but on the other hand a message of concern.
关键词：professional development;distributed leadership;heads of departments;subject departments;school leadership
