Professional Development through Teacher Roles: Conceptions of Professionally Unqualified Teachers in Rural South Africa and Zimbabwe

Autor/in	Mukeredzi, Tabitha Grace
Titel	Professional Development through Teacher Roles: Conceptions of Professionally Unqualified Teachers in Rural South Africa and Zimbabwe
Quelle	In: Journal of Research in Rural Education, 28 (2013) 11, (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Foreign Countries; Faculty Development; Teacher Role; Teaching Methods; Academic Achievement; Interviews; Qualitative Research; Pedagogical Content Knowledge; Educational Policy; Educational Quality; Rural Schools; Teacher Qualifications; Teacher Attitudes; Teacher Recruitment; Cultural Context; Knowledge Base for Teaching; Teacher Characteristics; South Africa; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Interviewing; Interviewtechnik; Qualitative Forschung; Pädagogische Kompetenz; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrqualifikation; Lehrerverhalten; Lehrerrekrutierung; Teaching theory; Theory of teaching; Unterrichtstheorie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Simbabwe
Abstract	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. (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10