THE iMANAGEMENT iOF iCONTINUOUS iPROFESSIONAL iDEVELOPMENT iAT
A iTVET iCOLLEGE iIN IGAUTENG PROVINCE: iA iCASE iOF ICENTRAL
JOHANNESBURG iTVET iCOLLEGE.
1 iINTRODUCTION i
Proficient ilecturers ishape ithe iestablishment iof igood ischools iand ienhancing
ilecturers’ iabilities iand iknowledge iis ia istandout iamongst ithe imost icritical
ventures iof itime iand imoney ithat inearby, istate, iand inational ipioneers imake iin
education.With an iextensive iassortment iof iprofessional idevelopment ialternatives
accessible, ithe imost iimportant iquestion iis iwhich iapproaches ihave ithe imost
effect ion istudent iknowledge?Current iprovision ifor iprofessional idevelopment
should ibe itended ito icritically iif iprovision iis ito imatch idemand, iand iis ito ibe
responsive ito irecent iresearch ifindings iand idevelopments iin iTVE
Colleges.Lecturers iare iprofessionals, itherefore ilecturers idevelop, iadvance, iand
rise ias iexperts ithrough ithe ilong ihaul iand ieveryday iwork ithey ido.Job
embedded ilearning iopportunities ineed ito ibe ithe ifocus iof iall iprofessional
development iopportunities; iconsequently iacademics iseek isupport ifrom iCollege
management iand itheir ipeers ithroughout ithese ilearning iopportunities.
Performance iof ilecturers iis iattributed ito ithe iinadequate ipreparation iof ilecturers
who ilack ithe irequired iexpertise iand icompetencies ifor ieffective idelivery iof
educational iprograms.Individuals iconsider ieducating ian iappealing ioccupational
ichoice ifor ivarious ireasons.
2. MOTIVATION iFOR iTHE iPROPOSED iSTUDY
Lecturer itraining iand inon-stop iprofessional idevelopment iare iviewed ias
ifundamental iadditives ifor iimproving ilecturers’ isubject iknowledge iand igrowing
itheir ilecturing ipractices ito idemonstrate ihigh istandards i(Cohen i& iHill,
i2019).The iterm iprofessional idevelopment iindicates iprocedures, iactivities iand
iexercises iintended ito idevelop iunderstanding, iabilities iand iapproaches iof
ilecturers iso ithat ithey icould iin iturn, ienhance istudents’ ieducation iand
iknowledge. iThe ifunction iof iprofessional idevelopment iis ito ienhance ithe
iteaching iprofession iby iraising iits istandards, iwith ithe iintention ito ieventually
iupgrade ithe iquality iof istudent ilearning iand ihave iinteraction iof ilecturers iin ion-
going iprofessional idevelopment i(Guskey, i2018).The ipurpose iof ithis
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, iinvestigation, itherefore, iis ito iestablish, idefine, iand ito irecognise ithe isignificance
iof icontinuous iprofessional idevelopment iin ithe ifield iof ispecialisation iat
Johannesburg CentraliTVET iCollege.
3. BACKGROUND
Lecturers’ iwork iis iself-ruling, exceptionally ivalued, ivaried idiverse iand stimulating.
iHowever, isooner ior ilater iin itheir ieducational iprofession icareers, inumerous
ilecturers iseek iopen idoors ifor icareer iadvancement iand ipotentially iconsider ian
ialternative iprofession ialtogether i(Anne iMartin i& iMatti iPennanen,
i2017).According ito iAnne iMartin iand iMatti iPennanen i(ibid), ia ilifetime
iprofession iin ieducation idemands ifor icontinuous iprofessional
development.iLecturers iought ito ihave ithe icapacity ito iget isupport iand
iconceivable ioutcomes ito icreate ithemselves iall ithrough itheir iprofessions; ifrom
ithe ifirst iday iof iinduction istraight iup ito ideparture.To iretain iskilled iexperts iin
ithe iarena iof iteaching, ione imust ilook ifor iapproaches ito istimulate itheir
iprofessional idevelopment iand isecurity iat iwork. iIt iremains ithe iwork iof italented,
icommitted iand icompetent ilecturers ithat icrafts iSouth iAfrican ischools ito
iprosper.This iis ithe ireason iit iis iimperative ito iassess ithe inormal iforthcoming
irequirements ifor ilecturers iand isearch ifor iapproaches ito ihelp ilecturers iin ithe
iprofessional idevelopment iof itheir iprofessions.This iis iwhy iit iis isignificant ito
iscrutinise ithe ianticipated ifuture idesires ifor ilecturers iand ilook ifor itechniques ito
iencourage ilecturers iin ithe iprofessional idevelopment iof itheir icareers.
3.1 iSTATEMENT iOF iTHE iPROBLEM
Professional iImprovement iof ilecturers iin iTVET iColleges iis icontributory ito ithe
effective idelivery iof ieducational iprogrammes. Evidence iof ipoor iteaching iand
ilearning iare ivisible iin ithe ipoor ithroughput irates, ihigh idropout irates, ilow
iprogression iand ipoor icompletion irates iamong icollege istudents ion ithe iNational
iCertificate iVocational (NCV) iprogramme iin ithe iTechnical iVocational iEducation
iand iTraining i(TVET) iColleges.
3.2 iAIM iOF iTHE iSTUDY
To iinvestigate ithe imanagement iof icontinuous iprofessional idevelopment ifor
ilecturers ion iareas iof ispecialisation iat iMajuba iTVET iCollege
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A iTVET iCOLLEGE iIN IGAUTENG PROVINCE: iA iCASE iOF ICENTRAL
JOHANNESBURG iTVET iCOLLEGE.
1 iINTRODUCTION i
Proficient ilecturers ishape ithe iestablishment iof igood ischools iand ienhancing
ilecturers’ iabilities iand iknowledge iis ia istandout iamongst ithe imost icritical
ventures iof itime iand imoney ithat inearby, istate, iand inational ipioneers imake iin
education.With an iextensive iassortment iof iprofessional idevelopment ialternatives
accessible, ithe imost iimportant iquestion iis iwhich iapproaches ihave ithe imost
effect ion istudent iknowledge?Current iprovision ifor iprofessional idevelopment
should ibe itended ito icritically iif iprovision iis ito imatch idemand, iand iis ito ibe
responsive ito irecent iresearch ifindings iand idevelopments iin iTVE
Colleges.Lecturers iare iprofessionals, itherefore ilecturers idevelop, iadvance, iand
rise ias iexperts ithrough ithe ilong ihaul iand ieveryday iwork ithey ido.Job
embedded ilearning iopportunities ineed ito ibe ithe ifocus iof iall iprofessional
development iopportunities; iconsequently iacademics iseek isupport ifrom iCollege
management iand itheir ipeers ithroughout ithese ilearning iopportunities.
Performance iof ilecturers iis iattributed ito ithe iinadequate ipreparation iof ilecturers
who ilack ithe irequired iexpertise iand icompetencies ifor ieffective idelivery iof
educational iprograms.Individuals iconsider ieducating ian iappealing ioccupational
ichoice ifor ivarious ireasons.
2. MOTIVATION iFOR iTHE iPROPOSED iSTUDY
Lecturer itraining iand inon-stop iprofessional idevelopment iare iviewed ias
ifundamental iadditives ifor iimproving ilecturers’ isubject iknowledge iand igrowing
itheir ilecturing ipractices ito idemonstrate ihigh istandards i(Cohen i& iHill,
i2019).The iterm iprofessional idevelopment iindicates iprocedures, iactivities iand
iexercises iintended ito idevelop iunderstanding, iabilities iand iapproaches iof
ilecturers iso ithat ithey icould iin iturn, ienhance istudents’ ieducation iand
iknowledge. iThe ifunction iof iprofessional idevelopment iis ito ienhance ithe
iteaching iprofession iby iraising iits istandards, iwith ithe iintention ito ieventually
iupgrade ithe iquality iof istudent ilearning iand ihave iinteraction iof ilecturers iin ion-
going iprofessional idevelopment i(Guskey, i2018).The ipurpose iof ithis
1|Page
, iinvestigation, itherefore, iis ito iestablish, idefine, iand ito irecognise ithe isignificance
iof icontinuous iprofessional idevelopment iin ithe ifield iof ispecialisation iat
Johannesburg CentraliTVET iCollege.
3. BACKGROUND
Lecturers’ iwork iis iself-ruling, exceptionally ivalued, ivaried idiverse iand stimulating.
iHowever, isooner ior ilater iin itheir ieducational iprofession icareers, inumerous
ilecturers iseek iopen idoors ifor icareer iadvancement iand ipotentially iconsider ian
ialternative iprofession ialtogether i(Anne iMartin i& iMatti iPennanen,
i2017).According ito iAnne iMartin iand iMatti iPennanen i(ibid), ia ilifetime
iprofession iin ieducation idemands ifor icontinuous iprofessional
development.iLecturers iought ito ihave ithe icapacity ito iget isupport iand
iconceivable ioutcomes ito icreate ithemselves iall ithrough itheir iprofessions; ifrom
ithe ifirst iday iof iinduction istraight iup ito ideparture.To iretain iskilled iexperts iin
ithe iarena iof iteaching, ione imust ilook ifor iapproaches ito istimulate itheir
iprofessional idevelopment iand isecurity iat iwork. iIt iremains ithe iwork iof italented,
icommitted iand icompetent ilecturers ithat icrafts iSouth iAfrican ischools ito
iprosper.This iis ithe ireason iit iis iimperative ito iassess ithe inormal iforthcoming
irequirements ifor ilecturers iand isearch ifor iapproaches ito ihelp ilecturers iin ithe
iprofessional idevelopment iof itheir iprofessions.This iis iwhy iit iis isignificant ito
iscrutinise ithe ianticipated ifuture idesires ifor ilecturers iand ilook ifor itechniques ito
iencourage ilecturers iin ithe iprofessional idevelopment iof itheir icareers.
3.1 iSTATEMENT iOF iTHE iPROBLEM
Professional iImprovement iof ilecturers iin iTVET iColleges iis icontributory ito ithe
effective idelivery iof ieducational iprogrammes. Evidence iof ipoor iteaching iand
ilearning iare ivisible iin ithe ipoor ithroughput irates, ihigh idropout irates, ilow
iprogression iand ipoor icompletion irates iamong icollege istudents ion ithe iNational
iCertificate iVocational (NCV) iprogramme iin ithe iTechnical iVocational iEducation
iand iTraining i(TVET) iColleges.
3.2 iAIM iOF iTHE iSTUDY
To iinvestigate ithe imanagement iof icontinuous iprofessional idevelopment ifor
ilecturers ion iareas iof ispecialisation iat iMajuba iTVET iCollege
2|Page
