The Journey to Becoming Teaching Professionals in Rural South Africa and Zimbabwe

Autor/in	Mukeredzi, Tabitha G.
Titel	The Journey to Becoming Teaching Professionals in Rural South Africa and Zimbabwe
Quelle	In: Australian Journal of Teacher Education, 38 (2013) 10, Artikel 6 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Rural Areas; Foreign Countries; Secondary School Teachers; Educational Practices; Interviews; Communities of Practice; Classroom Techniques; School Culture; Teacher Qualifications; Teaching Experience; Comparative Education; Inservice Teacher Education; Teacher Improvement; Institutional Characteristics; Faculty Development; Qualitative Research; South Africa; Zimbabwe + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Ausland; Bildungspraxis; Interviewing; Interviewtechnik; Community; Klassenführung; Schulkultur; Schulleben; Lehrqualifikation; Vergleichende Erziehungswissenschaft; Lehrerfortbildung; Qualitative Forschung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Simbabwe
Abstract	There seems to be consensus on what constitutes effective professional development although the gap between rhetoric and practice remains wide. Knowing what professional development looks like is insufficient, what is critical is to get it engrained in school structures. The study explored professional development practices of twelve professionally unqualified practicing teachers in rural South Africa and Zimbabwe secondary schools. Drawing on models of professional development, analysis of qualitative interview data suggests that classroom teaching practice, in-school meetings and school-to school subject cluster and association meetings are effective for teacher professional growth. The paper illustrates that if teacher professional development is to be supported in rural schools, systemic interventions should ensure that in-school support is built into structures and cultures to continuously and purposefully support and guide professionally unqualified practicing teachers to increase the likelihood of their professional development. (Contains 1 table.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10