ERIC Number: EJ993811
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 71
Zambian Teachers' Perceptions of Expert Teaching: Resourcefulness, Punctuality, and Sobriety
Thomas, Carolyn M.; Thomas, Matthew A. M.
International Journal of Qualitative Studies in Education (QSE), v25 n5 p583-600 2012
This research examines Zambian teachers' perceptions of expert teaching, as identified by characteristics possessed by a theoretical "expert teacher". One primary question guided the study: In the minds of teachers at basic schools (grades one to nine) in Choma District, Zambia, what specific characteristics are believed to be essential for teachers to possess in order to be an expert teacher? Additionally, an ancillary question was explored concerning the relationship between teacher perceptions of expert teachers and the local environments where they live and teach. Conducted in 2008, this study utilized qualitative methods to explore these questions. The results of the research revealed six characteristics Zambian teachers believe are essential to being an expert. The characteristics have implications for change within national educational policies, teacher training programs, and individual schools. These suggested modifications, in turn, have the potential to improve the overall quality of education in Zambian schools.
Descriptors: Foreign Countries, Teaching Methods, Reflective Teaching, Teacher Attitudes, Expertise, Correlation, Teacher Characteristics, Educational Change, Educational Policy, Teacher Education Programs, Educational Quality, Research Methodology, Educational Environment
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Zambia