Browsing by Subject "Professional development"

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Professional development experiences of physical education teachers in Botswana: epistemological implications

Shehu, J. (Routledge. http://www.informaworld.com, August NaN, 2009)

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Abstract:

Studies conducted outside Africa show that professional development experiences of physical education (PE) teachers are shaped by the manner in which PE is situated (and stereotyped) in the school system. Given the contested nature of teacher development, it is important to continually explore the phenomenon in different national contexts. Accordingly, this study examines the contextual issues impinging on the professional development experiences of PE teachers in Botswana, and how the teachers interpret these experiences in relation to their professional identity. Data were generated through focus groups and semi-structured interviews with 35 secondary school PE teachers and 12 college lecturers. Findings reveal a number of themes connected to inequities in teacher development. The paper concludes by highlighting the importance of epistemology in shaping teacher development interventions.

URI:

http://hdl.handle.net/10311/533

Files in this item: 1

Shehu_TD_2009.pdf (1.550Mb)

Provision of in-service training of mathematics and science teachers in Botswana: teachers’ perspectives

Ramatlapana, K.A. (Springer Netherlands. http://www.springerlink.com, April NaN, 2009)

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Abstract:

Teaching is a field that is dynamic, with innovations necessitating upgrading of skills and education of teachers for the successful implementation of reforms. The behaviour and attitudes of teachers towards teaching and learning and their knowledge banks are the result of the impact of in-service training. This study investigated the perceptions of mathematics and science teachers in Botswana towards in-service provision by the Department of Mathematics and Science Education In-service Training unit (DMSE-INSET), whose mandate is to improve the quality of teaching by supporting teachers through training programmes that enable them to take ownership of their professional development. Data were collected from a sample of 42 senior Mathematics and Science secondary school teachers, using structured interviews with open-ended questions, which were analyzed qualitatively. The findings show that teachers’ concerns included the lack of impact of current in-service training programmes on the education system, no regular follow-up activities to support the one-off workshops and insufficient skills acquired to sustain the implementation of the strategies solicited by the workshops.

URI:

http://hdl.handle.net/10311/561

Files in this item: 1

Ramatlapana_JMTE_2009.pdf (647.0Kb)

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