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ERIC Number: EJ1018446
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-1551-0670
Professional Development through Teacher Roles: Conceptions of Professionally Unqualified Teachers in Rural South Africa and Zimbabwe
Mukeredzi, Tabitha Grace
Journal of Research in Rural Education, v28 n11 2013
Teachers' conceptions of what they learn and how they professionally develop through their teaching roles are key to classroom practice and learner achievement because they influence teachers' pedagogic approaches and choice of materials, content, and learner activities. This article reports on some of the findings from a doctoral research project that explored what 12 professionally unqualified practicing teachers (PUPTs) learned and how they professionally developed through their teaching roles in rural South Africa and Zimbabwe. Drawing on concepts around teacher knowledge and professional development, qualitative data from interviews suggest that these teachers conceived their learning and professional development as revolving around general pedagogic knowledge, pedagogic content knowledge, and knowledge of context emerging out of classroom practice and in-school and out-of-school structures. The article illustrates that policy initiatives to enhance education quality through professional development of PUPTs, particularly in rural schools, may not achieve the intended results if due regard is not given to their conceptions of learning and development through their roles.
Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa; Zimbabwe