This article focuses on the key role of teachers in the decision-making process concerning the design and implementation of Continuous Professional Teacher Development (CPTD) at a network of independent schools in Johannesburg. The procedure of examining the role-players in the CPTD process and the level of ownership that teachers appropriate in setting and developing their own topics and goals for training, learning and development are discussed. Activity theory and the theory of communities of practice informed the qualitative study undertaken at three independent primary schools in geographically different areas of Johannesburg. The aim of the study was to indicate that teachers as adult learners can generate useful ideas and topics for CPTD and can inform and improve their practice by recommending effective CPTD activities. Semi-structured interviews, questionnaires and document analysis were employed as data gathering techniques to collect rich data from a purposefully selected sample of primary school teachers. Teachers described activities and methods of learning that could improve their CPTD practices. The findings identify important elements that can be applied in CPTD and professional learning contexts. The proposed elements can be implemented to enhance teacher participation, decision-making and ownership of CPTD and teacher learning.

中文翻译：

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教师倡导在持续的专业教师发展计划中促进专业学习和发展

本文重点介绍约翰内斯堡一所独立学校网络中教师在设计和实施持续专业教师发展（CPTD）的决策过程中的关键作用。讨论了CPTD过程中角色扮演者的检查程序以及教师在设定和发展自己的主题，培训，学习和发展目标方面的适当所有权水平。活动理论和实践社区理论为在约翰内斯堡地理上不同地区的三所独立小学进行的定性研究提供了依据。这项研究的目的是表明，作为成人学习者的教师可以为CPTD提出有用的想法和主题，并可以通过推荐有效的CPTD活动来指导和改进他们的实践。半结构化访谈，问卷调查和文档分析被用作数据收集技术，以从有目的的小学教师样本中收集丰富的数据。老师描述了可以改善其CPTD实践的活动和学习方法。调查结果确定了可用于CPTD和专业学习环境的重要元素。所提议的要素可以被实施以增强教师的参与，CPTD的决策和主人翁意识以及教师的学习。调查结果确定了可用于CPTD和专业学习环境的重要元素。所提议的要素可以被实施以增强教师的参与，CPTD的决策和主人翁意识以及教师的学习。调查结果确定了可用于CPTD和专业学习环境的重要元素。所提议的要素可以被实施以增强教师的参与，CPTD的决策和主人翁意识以及教师的学习。