Initiating a school based teacher appraisal process: A study in educational innovation in South Africa

dc.contributor.advisor	Lazarus, S
dc.contributor.advisor	Van, O
dc.contributor.author	Pym, June
dc.contributor.other
dc.contributor.other	Faculty of Education
dc.date.accessioned	2013-06-11T10:42:01Z
dc.date.available	2007/03/30 08:19
dc.date.available	2007/03/30
dc.date.available	2013-06-11T10:42:01Z
dc.date.issued	1999
dc.identifier.uri	http://hdl.handle.net/11394/1346
dc.description	Philosophiae Doctor - PhD	en_US
dc.description.abstract	The culture of teaching in most South African schools is one of isolation and independence. Once individuals have qualified as teachers, there is a strong sense of getting on with the job of teaching, rather than beginning a journey of critical reflection and change. This study aims to address and contribute towards shifting this ethos and establishing a joint reflective school culture.	en_US
dc.language.iso	en	en_US
dc.publisher	University of the Western Cape	en_US
dc.subject	Teachers	en_US
dc.subject	Rating	en_US
dc.subject	South Africa	en_US
dc.subject	Educational change, South Africa	en_US
dc.title	Initiating a school based teacher appraisal process: A study in educational innovation in South Africa	en_US
dc.type	Thesis	en_US
dc.rights.holder	University of the Western Cape	en_US
dc.description.country	South Africa