Teacher Professional Development outside the Lecture Room: Voices of Professionally Unqualified Practicing Teachers in Rural Zimbabwe Secondary Schools

Autor/in	Mukeredzi, Tabitha Grace
Titel	Teacher Professional Development outside the Lecture Room: Voices of Professionally Unqualified Practicing Teachers in Rural Zimbabwe Secondary Schools
Quelle	In: Global Education Review, 3 (2016) 4, S.84-106 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Faculty Development; Rural Schools; Foreign Countries; Teacher Shortage; Access to Education; Qualitative Research; Photography; Secondary School Teachers; Teacher Attitudes; Classroom Environment; Experiential Learning; Informal Education; Semi Structured Interviews; Content Analysis; Workshops; Zimbabwe + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Lehrermangel; Education; Access; Bildung; Zugang; Bildungszugang; Qualitative Forschung; Fotografie; Lehrerverhalten; Klassenklima; Unterrichtsklima; Experiental learning; Erfahrungsorientiertes Lernen; Informelle Bildung; Nichtformale Bildung; Inhaltsanalyse; Lernwerkstatt; Schulung; Simbabwe
Abstract	Attempts to address global pressure to achieve Education for All have been hampered by two fundamental challenges in developing countries, namely an acute shortage of teachers and large rural populations in these countries. In addition, qualified, competent teachers shun working in rural settings. While recruitment of professionally unqualified graduate teachers into the teaching profession has become recognized internationally as a way to address staffing rural schools and Education for All commitments, there remain outstanding questions regarding how such teachers professionally learn and grow in these rural contexts outside the Teacher Education Institution lecture room. An understanding of how they develop professionally is crucial. This study explored professional development experiences of professionally unqualified practicing teachers in rural secondary schools. A qualitative design was adopted and three-interview series complimented by photo elicitations were employed to explore the teachers' professional development experiences. Data were transcribed and manually analysed inductively utilizing open coding. Findings suggest that professional development experiences for these teachers occurred in four sites: school structures, wider professional sites, planned and unplanned gatherings, and the classroom. Drawing on concepts of professional development to describe, analyse and understand data, the author illustrates that professionally unqualified practicing teachers in rural secondary schools experience professional development outside Teacher Education Institutions in interaction, through domains of formality and experience: non formal, informal and experiential. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01