The action research journey of Itumeleng Bekeer, Teacher Development Centre Manager
A dynamic society calls for teachers that practice life-long learning. As a former principal, Itumeleng Bekeer understands the challenges that his colleagues face to implement Continuing Professional Teacher Development (CPTD) activities. Action research allowed him to understand the underlying reasons. ‘It’s all about asking the right questions.’
Itumeleng Bekeer manages a District Teacher Development Centre in the Fezile Dabi district. He participated in the second VVOB action research cohort (AR) in the Free State province. His AR question was ‘How can I support school principals to implement Continuing Professional Teacher Development (CPTD) activities in the schools?’
‘I believe in life-long learning’, Itumeleng explains. ‘Education is dynamic, so development is key for every educator.’ Teachers engage in self-developmental processes, such as workshops and meetings. Each CPTD activity qualifies for a certain number of points. When teachers reach 150 points within three years, they receive a certificate from the South African Council for Educators (SACE). ‘I was worried’, Itumeleng explains. ‘What about the teachers that don’t comply with this policy? And how do we support the teachers after attending the professional development activities?’
‘The answers were at my own doorstep’
To establish CPTD activities in the schools, Itumeleng involved the principals. ‘If they don’t have a bite in this, there is no way that it’s going to be implemented’, he realized. As a former principal, he could understand the frustrations and challenges that his colleagues experienced. ‘But I was not asking the questions that allowed me to understand the problem and go further.’
‘I was blaming others when the answers might have been laying at my own doorstep’, Itumeleng laughs. ‘“Is it so difficult for them just to submit some information? Why are they failing?”, I used to sigh. But I didn’t give them space to come to me and ask for help.’ According to him, the strength of action research is in reflective learning. ‘I am now asking questions like “How can I help?” “How can we do it together?” By involving the principals, they become part of the solution.'
Changing school leadership
The action research trajectories in Free State are part of a pilot project. We start with a small group of district and provincial officials, to upscale it eventually. ‘Imagine what would happen to our education system if we could make all the school principals practice action research. They could ask their staff the right questions. It would improve our school leadership system quite dramatically’, Itumeleng contemplates. ‘We would move towards an improved classroom for our South African boys and girls. In the end, it’s all about them.’
