The effect of USA-based meteorological workshops on the self-image and professional practice of South African teachers

Abstract

This study was designed to investigate teachers’ success in implementing an innovative programme (Project Atmosphere). It also investigates teachers’ perceptions of self-efficacy, teacher-efficacy and teacher-perceived value of the programme. Factors related to the congruence, cost and importance of implementing the activities obtained on the Project Atmosphere workshop were also investigated to investigate whether or not participants implemented what they had learnt on the programme. Data were gathered through questionnaires and interviews with seven teachers and teacher trainers who had previously attended Project Atmosphere. This research showed that these participants were enthusiastic about the workshop and wanted to share what they had learnt with other teachers. They also felt that the workshop had improved their understanding of meteorological processes and that the activities obtained at the workshop would go a long way to improving learners’ understanding of these concepts too. Recommendations in terms of setting-up a similar programme in South Africa are made in this study.