SciELO - Scientific Electronic Library Online

 
vol.30 número4School effectiveness: conceptualising divergent assessment approachesThe impact of teachers' limited english proficiency on english second language learners in South African schools índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Artigo

Indicadores

Links relacionados

  • Em processo de indexaçãoCitado por Google
  • Em processo de indexaçãoSimilares em Google

Compartilhar


South African Journal of Education

versão On-line ISSN 2076-3433

Resumo

MOLOI, Kholeka Constance. How can schools build learning organisations in difficult education contexts?. S. Afr. j. educ. [online]. 2010, vol.30, n.4, pp. 621-633. ISSN 2076-3433.

There is paucity in the study of learning organisations within the education sector and particularly in schools working in difficult socio-economic contexts, such as those studied in this investigation. In this qualitative study I therefore sought evidence from teachers, in one of the districts of Gauteng province, through in-depth, semi-structured focus group interviews to establish what a learning organisation is. Using data obtained through two in-depth, semi-structured focus group interviews with 16 teachers, themes were constructed to theorise their experiences on what a learning organisation is. The results showed that teacher commitment to personal learning enhanced student achievement. This study contributes to the understanding of theories on learning organisations from the experiences of these teachers working in disadvantaged townships schools.

Palavras-chave : change; collaboration; collective intelligence; continuous learn-ing; effective teaching; knowledge management; learning organisation; shared values; systems thinking; teacher commitment.

        · texto em Inglês     · Inglês ( pdf )