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dc.contributor.author Shehu, J.
dc.date.accessioned 2010-07-08T09:01:05Z
dc.date.available 2010-07-08T09:01:05Z
dc.date.issued 2009-08
dc.identifier.citation Shehu, J. (2009) Professional development experiences of physical education teachers in Botswana: epistemological implications, Teacher Development, Vol. 13, No. 3, pp. 267-283 en_US
dc.identifier.issn 1366-4530
dc.identifier.uri http://hdl.handle.net/10311/533
dc.description.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. en_US
dc.language.iso en en_US
dc.publisher Routledge. http://www.informaworld.com en_US
dc.subject Physical education teacher en_US
dc.subject Professional development en_US
dc.subject Botswana en_US
dc.title Professional development experiences of physical education teachers in Botswana: epistemological implications en_US
dc.type Published Article en_US


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