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An emergent model of cultural intervention for professional development in South African visual arts education

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dc.contributor.author Mpako NP en
dc.date.accessioned 2016-09-22T06:35:51Z
dc.date.available 2016-09-22T06:35:51Z
dc.date.submitted 2005 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/5735
dc.description.abstract This study is a report on a three-year schools-based professional development project facilitated through a programme of action science theory within a collaborative intervention. The intervention was between some primary school educators and a technikon (higher education institution) senior academic staff member. This program culminated in a professional development model for Visual Arts Education within a South African context. The model addresses the educators' current circumstances regarding the inclusion of arts and culture as a new learning area along with the implementation of a new, and intended-to-be, equitable curriculum. The main question this study addresses is what can be done to introduce and empower a positive approach towards teaching and learning in visual art education. This is done by acknowledging the important role of in-service educators in developing their teaching profession, and the effect of classroom-based research on professional development. The ecucators' heartfelt circumstances which frame this study were collected by means of naturalistic data collection methodologies. These are action research and ethnographic methods. In analysing the data emerging from these methods, naturalistic evaluation and domain analysis were applied, and the resultant model represents the interpretation of this data. The significance of this emergent model is that, although it was formulated within a visual arts context and in a South African regional sphere, it can be generalized to address problems experienced nationally and move widely. en
dc.language English en
dc.subject Education en
dc.subject Didactics (specific school subjects) (from primary to secondary level) en
dc.title An emergent model of cultural intervention for professional development in South African visual arts education en
dc.type Doctoral degree en
dc.description.degree PhD en


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