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Research: Education Management in SA (3)
Dec. 8th, 2008 12:26 pmManaging teaching and learning
There is limited material on the management of teaching and learning but there is a developing awareness of its significance for South African schools. Christie (2005), for example, asserts that learning is the central purpose of schooling and notes that it has four dimensions: student learning; teacher learning; organisational learning; and the principal as the ‘lead learner’. She concludes that “leading learning is very complex and challenging”.
Recent theoretical work on ‘learning schools’ has emphasised the importance of understanding that different definitions, models, and theories underpinning organisational learning exist and that none is widely accepted (Coetsee, 2003:6; Mitki, Shani & Meiri; 1997; Easterby-Smith, 1990; Fenwik, 1996; Garvin, 1999; Bierema & Berdish, 1996). The following three perspectives on ‘learning schools’ are of particular interest in the South African context.
( Part 3 - Managing teaching and learning )
To be continued...
There is limited material on the management of teaching and learning but there is a developing awareness of its significance for South African schools. Christie (2005), for example, asserts that learning is the central purpose of schooling and notes that it has four dimensions: student learning; teacher learning; organisational learning; and the principal as the ‘lead learner’. She concludes that “leading learning is very complex and challenging”.
Recent theoretical work on ‘learning schools’ has emphasised the importance of understanding that different definitions, models, and theories underpinning organisational learning exist and that none is widely accepted (Coetsee, 2003:6; Mitki, Shani & Meiri; 1997; Easterby-Smith, 1990; Fenwik, 1996; Garvin, 1999; Bierema & Berdish, 1996). The following three perspectives on ‘learning schools’ are of particular interest in the South African context.
( Part 3 - Managing teaching and learning )
To be continued...
