Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

The Nature of Professional Learning Needs of Rural Secondary School Teachers: Voices of Professionally Unqualified Teachers in Rural Zimbabwe

The Nature of Professional Learning Needs of Rural Secondary School Teachers: Voices of... 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png SAGE Open SAGE

The Nature of Professional Learning Needs of Rural Secondary School Teachers: Voices of Professionally Unqualified Teachers in Rural Zimbabwe

SAGE Open , Volume 6 (2): 1 – Apr 13, 2016

The Nature of Professional Learning Needs of Rural Secondary School Teachers: Voices of Professionally Unqualified Teachers in Rural Zimbabwe

SAGE Open , Volume 6 (2): 1 – Apr 13, 2016

Abstract

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.

Loading next page...
 
/lp/sage/the-nature-of-professional-learning-needs-of-rural-secondary-school-LNuJX72r0u

References (70)

Publisher
SAGE
Copyright
Copyright © 2022 by SAGE Publications Inc, unless otherwise noted. Manuscript content on this site is licensed under Creative Commons Licenses.
ISSN
2158-2440
eISSN
2158-2440
DOI
10.1177/2158244016643142
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

SAGE OpenSAGE

Published: Apr 13, 2016

Keywords: Zimbabwe; professionally unqualified practicing teachers; postgraduate diploma in education; rural schools; professional learning needs

There are no references for this article.