The Nature of Professional Learning Needs of Rural Secondary School Teachers

Voices of Professionally Unqualified Teachers in Rural Zimbabwe

Datos Bibliográficos

ID3603264
AutoresTabitha Grace Mukeredzi (0000-0001-6841-6756, Durban University of Technology, autor de correspondencia)
Año2016
Volumen6
Número2
Fecha de publicación2016-04-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaSAGE Open (JOURNAL)
Identificadores de la revistaISSN: 2158-2440 • E-ISSN: 2158-2440
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/2158244016643142
OpenAlexW2335953121
IdiomaEN
Citas recibidas4
Referencias citadas20

Recruitment of professionally unqualified teachers into teaching appears to be internationally acclaimed to address shortages in rural schools. Nevertheless, teachers with limited knowledge are linked to lower quality education and student achievements. Relatively little attention has been given to professional needs of unqualified teachers in rural schools. Qualitative interview data were analyzed to explore professional needs of six teachers completing postgraduate certificate in education, to identify their needs as they traversed rural school contexts in becoming professionals. Data revealed needs around general pedagogy and pedagogic content knowledge, resourcing, and recognition and identity. The article illustrates that teacher learning and curriculum delivery among unqualified teachers may be enhanced if their needs are given attention

Certificate · Certificate in Education · Curriculum · Economic shortage · Education policy · Higher education · Mathematics education · Medical education · Needs analysis · Needs assessment · Pedagogy · Political science · Professional development · Professional learning community · Qualitative research · Sociology · Diverse Educational Innovations Studies · Education · Education Systems and Policy · Indigenous and Place-Based Education · Medicine · Psychology