Show simple item record Ramatlapana, K.A. 2010-07-23T13:11:42Z 2010-07-23T13:11:42Z 2009-04
dc.identifier.citation Ramatlapana, K. A. (2009) Provision of in-service training of mathematics and science teachers in Botswana: teachers’ perspectives, Journal of Mathematics Teacher Education, Vol. 12, No. 2, pp. 153-159 en_US
dc.identifier.issn 1386-4416
dc.description.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. en_US
dc.language.iso en en_US
dc.publisher Springer Netherlands. en_US
dc.subject In-service training en_US
dc.subject Mathematic education en_US
dc.subject Professional development en_US
dc.title Provision of in-service training of mathematics and science teachers in Botswana: teachers’ perspectives en_US
dc.type Published Article en_US en_US

Files in this item

This item appears in the following Collection(s)

Show simple item record


Advanced Search


My Account