Improving Life Science Learning in Rural Schools through Collaborative Teacher Professional Development – A Case Study of the Umkhanyakude District of South Africa
Bibliographic Data
| ID | 22257136 |
|---|---|
| Authors | Kate Ndwandwe (0009-0008-3399-2874, University of Zululand), Azwidohwi Kutame (0000-0002-8333-3489, University of Venda), Mamochana Anacletta Ramatea (0000-0002-6424-2143, University of Zululand), Nomzamo Xaba (0000-0002-2900-8714, University of Zululand), Mayaba Nhlumayo (0009-0003-7798-8328, University of Zululand) |
| Year | 2025 |
| Pages | 2249-2258 |
| Publication date | 2025-09-17 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | E-Journal of Humanities Arts and Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2720-7722 • E-ISSN: 2720-7722 |
| Publisher | Noyam Publishers (PUBLISHER) |
| DOI | 10.38159/ehass.20256102 |
| OpenAlex | W4414281004 |
| Language | EN |
| References cited | 27 |
The South African experience of teacher development aimed at professional growth has encountered significant challenges. Despite implementing various support programs within schools, there is limited evidence of meaningful professional development for teachers, as reflected in persistently low student performance outcomes. The effectiveness of specific intervention strategies in enhancing students’ learning outcomes in Life Sciences (LS) remains ambiguous. This study, situated within an interpretive paradigm, employed a qualitative research approach to investigate the potential for collaboration between rural schools and educational stakeholders in the Umkhanyakude District of South Africa. Data was collected through open-ended questionnaires and semi-structured interviews with ten purposively selected teachers. Thematic analysis was applied to the qualitative data, guided by Community Participation Theory, to evaluate the viability of collaborative efforts between schools and educational stakeholders in upskilling in-service LS teachers in rural contexts. The findings identified several challenges, including negative attitudes among teachers toward Life Sciences and a lack of resources in rural schools. Additionally, teachers underscored an urgent need for collaborative professional development that involves subject matter experts and education department officials for effective support. This paper advocates for engaging a broader spectrum of educational stakeholders as essential to enhancing and sustaining the quality of science teaching and learning in rural schools. By identifying successful practices and areas for improvement, this research contributes to the broader discourse on equitable and effective teacher education, ultimately enhancing the teaching and learning of Life Sciences in rural schools. Keywords: Collaboration, Life Science Education, Rural Schools, Teacher Professional Development
Faculty Development · Professional development · Professional learning community · Qualitative research · Semi-structured interview · Situated · Thematic analysis · Community Health and Development · Innovative Education and Learning Practices · Service-Learning and Community Engagement
Constructing and Reconstructing the “Rural School Problem”
Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research
Effective Teacher Professional Development
Teachers’ professional learning and its impact on students’ learning outcomes
Enhancing Rural Science Education through School District–University Partnership
Using an ‘effective’ model of professional development in science education to improve primary teachers’ classroom practice
Reflecting on reflexive thematic analysis
The outcomes of learner-centred pedagogy
Can we Build on Social Movement Theories to Develop and Improve Community‐Based Participatory Research? A Framework Synthesis Review
Taking 21st century skills from vision to classroom
Effects of professional development on the quality of teaching
Analysis of Participatory Action Research as a Decolonial Research Methodology
| Highly cited | No |
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