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Five field workers and their coordinator of the National Professional Diploma in Edcation (NPDE), an in - service upgrading course for under - qualified teachers in Kwa - Zulu Natal, South Africa, were interviewed to find what meaning and practices informed them in carrying out their work with teachers.
This study was conducted within the interpretive paradigm and was qualitative in nature.
Hence, data was collected using semi - structured interviews.
No attempt has been undertaken to generalize the findings as the participants were few.
This study is warranted and the findings have relevance for future research.
Deshini Pillay is an Acting Head of Department in the foundation phase at Acacia Primary school in Verulam, Kwa- Zulu Natal, South Africa.
She Has completed her Masters in Teacher Education and Professional Development through the University of Kwa - Zulu Natal.
She is currently reading for her Doctoral degree.
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